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The application of the alphabetic principles as the core skills is considered in the article as the platform for evaluating the literacy skills of students with speech impairments by using nonverbal tests.
Barker, R. M., Bridges, M. S., & Saunders, K. J. (2014). Validity of a non-speech dynamic assessment of phonemic awareness via the alphabetic principle. Augmentative and Alternative Communication, 30(1), 71-82. Web.
In their study, Barker, Bridges, & Saunders (2014) assess the alphabetic principle as the tool for evaluating students’ phonemic awareness. The study focuses specifically on children with speech impairments as the vulnerable population that requires a unique approach to language learning. The authors of the research stipulate that the application of the tools that allow producing synthesized speech will help conduct the assessment of the target demographic in a more accurate way than the traditional tools do. To assess the learners’ skills, the alphabetic principle is used.
The research results indicate that both the traditional tests and the newly designed tools have their benefits and problems. While the devices suggested as the replacement of the current approach provide greater opportunities for improving the accuracy of the test, they also require instructions that are much more detailed. Therefore, the target population may have difficulties using the specified framework. Nevertheless, further improvements can be made to enhance the efficacy of the proposed strategies.
The article provides an in-depth analysis of the challenges faced by learners with speech impediments. By detailing the flaws of the existing assessment tools, Barker et al. (2014) outline the factors that prevent children with speech deficiencies from acquiring the necessary knowledge and skills. Furthermore, the study prompts the discussion of the possible solutions to the specified problem by implying the necessity to conduct further analysis involving children from diverse backgrounds. Therefore, the suggested solution to the problem of increasing literacy rates among children with speech impediments can be tested and improved.