Let's read together: An examination of augmentative and alternative communication supported interactive reading in the classroom

Background This study examines the impact of an adapted version of the “Tell Me Program-AAC in the Preschool Classroom” on emergent literacy and vocabulary development in children with intellectual and developmental disabilities, autism spectrum disorder, and complex communication needs. Method Fourteen French-speaking children aged 6 to 16 participated in a five-week interactive reading intervention supported by augmentative and alternative communication (AAC). Sessions were led by teachers or speech and language pathologists. Participants were assessed pre- and post-intervention using experimental tasks targeting core and specific vocabulary, emotion identification, letter knowledge, print and phonological awareness. Results Results show significant improvement in print and phonological awareness, but no significant gains in vocabulary (core or specific), letter knowledge, or emotion identification. Conclusions These findings suggest that AAC-supported interactive reading can foster print and phonological awareness. Limitations highlight the need for further research, including broader age ranges, individual versus group formats, and integration of high-tech AAC tools.