Phonics for children who use alternative augmentative communication

This study explores effective methods for teaching and assessing decoding skills for children with autism whose mode of communication is pictorial and gestural.

Conducted over two action research cycles, it began by addressing how to teach this group of learners to read. We started by using observations, interviews, and questionnaires to gather insights from teachers and Teaching Assistants.

Findings revealed uncertainty around evidence-based strategies, although staff were motivated to adapt the school's phonics programme for children whose mode of communication is pictorial and gestural.

In the second cycle, the research focused on decoding skills, incorporating external expertise and reviewing materials from special schools, leading to new techniques like diagnostic distractor arrays and the ‘say it in your head’ method.

The study concluded that a phonics-based approach, with bespoke teaching and assessment strategies, is essential for these learners, while emphasising the need for a pre-phonics curriculum for those not yet ready for formal instruction.

Evidence-informed theory
A phonics-based approach is the best strategy for teaching reaching to children with autism whose mode of communication is pictorial and gestural. Use the approach in combination with the ‘say it in your head’ rather than out loud and ‘distractor array’ approaches