The teaching of Blissymbols as a bridge into literacy for children with cognitive impairments: A comparison of two training approaches
South African Journal of Communication Disorders
| Field | Value | |
| Title | The teaching of Blissymbols as a bridge into literacy for children with cognitive impairments: A comparison of two training approaches | |
| Creator | Moolman, Enid Alant, Erna | |
| Description | This study compares the learning of Blissymbols by six mildly cognitively impaired children by means of a global and an analytic approach. Training consisted of two stages. The first was the training of eight compound symbols and the second the training of seven single configuration symbols. The study concludes that Blissymbols as an entrance into literacy can be taught successfully to cognitively impaired individuals by means of either an analytic or a global approach. The analytic approach seems to have greater long-term benefits, as the subjects instructed by the analytic approach consistently performed better in the generalization and re-evaluation procedures. The analytic approach, however, was much more time consuming than the global approach in terms of the length of training required. The implications for literacy development and augmentative and alternative communication systems are discussed. | |
| Publisher | AOSIS | |
| Date | 1997-12-31 | |
| Identifier | 10.4102/sajcd.v44i1.229 | |
| Source | South African Journal of Communication Disorders; Vol 44, No 1 (1997); 73–86 2225-4765 0379-8046 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajcd.org.za/index.php/sajcd/article/view/229/328
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