Associations between receptive and expressive vocabulary and early literacy in young students with intellectual disabilities using AAC

Key Points

• Early literacy skills are significantly influenced by both receptive and expressive vocabulary.
• Findings highlight the connection, with practitioners potentially using this data to enhance intervention methods.
• Analysis focused on young students with intellectual disabilities utilizing augmentative and alternative communication (AAC).
• Implications indicate a need for tailored support in vocabulary development to improve literacy outcomes.