Comparing spoken and written vocabulary use in typically developing children: Informing vocabulary selection for children with complex communication needs

Abstract

This project used two datasets to compare the spoken and written vocabularies of typically developing 5-, 6-, and 7-year-old New Zealand children. Similarities and differences between spoken and written words and multiword sequences were identified, and word lists were generated that can be used to assist augmentative and alternative communication (AAC) professionals as they engage in selecting vocabulary to support both face-to-face and written communication of children with complex communication needs.