Previous relevant work
The body of research on reading instructions and intervention for students who require AAC is small [It is also a challenge to build a cumulative knowledge base because of the wide variety of information and assessments reported in reviewed studies. The evidence-based research for reading interventions for students who require AAC consists of a small group of single-subject-design studies that use different measures and teaching strategies and demonstrate varying degrees of success [A study by Fallon et al. [A review of Yorke et al. [Another review, Bakken et al. [Barker et al. [It was recommended that teachers chose an evidence-based reading program based on explicit teaching, corrective feedback, scaffolding, rewards, repetitions, and systematic teaching of phonological awareness and phonetic skills to ensure that students had opportunities to generalize their skills [Reichow et al. [It is important to describe participants characteristics prior to instructions, descriptions of the experimenter’s designed or modified standardized assessments, and the use of a strong research design. There is also a strong need for standardized assessments of both phonological awareness and reading that do not require speech responses [Yorke et al. [Future studies must consistently quantify participants’ cognitive, linguistic, and literacy levels and clearly describe the format and frequency of the intervention. It will be important to determine best practices related to intervention guidelines [