March 3, 2026Open Access

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.

Abstract

These findings deepen understanding of how the correlations between receptive and expressive vocabulary relate to early literacy skills. This may contribute to more targeted interventions and provide implications for practitioners and their teaching within receptive and expressive vocabulary and early literacy components, which will benefit this population in further reading development.

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

Key Points

Abstract

Cite This Study