Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read and write begins with extensive emergent literacy learning opportunities, limited skills may result from insufficient opportunity to learn (OTL) emergent literacy skills. This study examined the instruction provided in early childhood classrooms to students with ESN/CCN to understand OTL during this critical period. This study used a concurrent embedded mixed methods design integrating a survey of teachers of students with ESN/CCN ( n = 26) with a qualitative multiple case study ( n = 2). Results suggest the time teachers are devoting to instruction is not translating into increased OTL for individual students. Solutions that may increase learning opportunities and implications for future research are discussed.

中文翻译：

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报告和实施的紧急识字教学：通过广泛的支持和复杂的沟通了解年轻学生需要学习机会

识字教学在增强和替代交流（AAC）中发挥着重要作用，因为拼写和写作支持精确交流。不幸的是，很少有具有广泛支持需求和复杂沟通需求（ESN/CCN）的学生能够发展出一年级阅读水平或以上的读写能力。鉴于学习阅读和写作始于广泛的新兴识字学习机会，因此学习机会不足 (OTL) 新兴识字技能可能会导致技能有限。本研究考察了幼儿教室为具有 ESN/CCN 的学生提供的指导，以帮助他们了解这一关键时期的 OTL。本研究采用并行嵌入式混合方法设计，将 ESN/CCN 学生教师调查 (n = 26) 与定性多重案例研究 (n = 2) 相结合。结果表明，教师投入教学的时间并没有转化为个别学生的 OTL 增加。讨论了可能增加学习机会和对未来研究的影响的解决方案。