Core words or core vocabulary refers to the language that we use most frequently in our day-to-day communication.
If you think about all of the vocabulary we have stored in the language cortex of our brain, core words make up a teeny tiny portion of our adult lexicon. However, core words account for approximately 60 — 80% of the words that we say every day! Core words can include many types of language (e.g., pronouns, prepositions, adjectives, verbs, etc.) but limited use of nouns. Usually, each typical individual’s repertoire of core words is only about 200 total words and can generally differ between individuals. However, in many cases, the majority of core words that one person uses is very similar to that of another person. Like the word “I” for example — you know we all say that a lot! Some other common core word examples are included below:
Why do we use core words more than other words?
Well, core words are usually flexible and conceptual; implying that the meaning of the word is relevant across multiple contexts. For all of the caregivers, SLPs, and educators out there, that also means that this presents more teaching opportunities for your emerging language learner (don’t you worry, we will talk more about this later).
Take the core word “go” for example: think about how many opportunities you have to say “go” each day (e.g., “I need to go to the grocery store today”, “Are you going to the after school event?”). These days, our phrases sound a little more like, “I want to go on trips again!” or “Where can we go that’s not too crowded?” or “I have to go take a shower (?)” … Even though many of us may not be going many places these days, the word “go” remains very relevant across many (ever changing) situations and contexts.
A fringe word or fringe vocabulary refers to what we call the other, non-core words. It accounts for approximately 20 — 40% of the words we say every day. Fringe words are typically more noun-based and specific to the individual. Like, “sailboat” or “watermelon.” Yeah, you are going to say those words every once in a while, but the frequency and context for which you can use these words is much lower. If there was a running word list of one’s vocabulary, the word “go” would likely be MUCH more frequently occurring than “sailboat.” A word like “sailboat” is only used within a few contexts, whereas “go” or “I” can be used across many different contexts.
If you would like to learn more about core vs. fringe words, the YouTube channel Language During Mealtime provides an informative short with examples and visuals (see below)!
Why are core words important for AAC users?
More and more research has suggested that core words should be taught to individuals with complex communication needs (CCN). This also supports why many augmentative and alternative communication (AAC) systems and software utilize this approach. The AAC communication software Proloquo2go, for example, contains vocabulary templates that primarily focus on core words and core word development.
As you can see, core words take up a good portion of the buttons on this home page, which makes sense considering these words can be used frequently across the most contexts. Core word focus using AAC systems allow users to have access to more flexible language that can be used and combined in a variety of ways. Many self-advocacy words/phrases and similar language are also incorporated into core word instruction (e.g., “help” , “I want”). As AAC users acquire more core vocabulary, they can learn to string words together with other core or fringe words (e.g., “I need help” ; “I want to go outside”). Yay for morphosyntax development and grammatical structure!
If too many pre-programmed phrases (e.g., “I want to play with the race car”) take up the majority of the single buttons on an AAC device, this can limit an individual’s access to learning grammar and sentence structure. In this case, one may rely too heavily on scripts and the single applicable context in which they can use the phrase. So, it is interpreted as more cause and effect (I can press this button and I get my car!) and void of actual meaning (“I want” is a carrier phrase for access to all of the things/people/places I enjoy!). It is not to say that preprogrammed phrases serve no purpose on AAC devices. They can actually be quite helpful and increase efficiency navigating and relaying a message! But maybe think about programming this button once the individual has developed independence communicating the message using a multitude of buttons.
Now that we have discussed and provided some core word examples, we would love to hear what core words you have found to be most apparent in your vocabulary (comment below)! Is it similar to other individuals with whom you communicate on a daily basis? What about your child or the students you treat?
If you are working with a core word and/or AAC learner, try to single-out one core word, like “drink” or “eat.” Track how many opportunities you have to model that word within a natural context. Even further, track how many opportunities you have to combine that core word with other words.
Let’s build more language with core words, together!
Citations/further resources:
https://www.aacandautism.com/assets/uploads/Core_Word_of_the_Week.pdf
Core Vocabulary and the AAC Performance Report
http://corevocabulary.weebly.com/
https://www.cornwall.gov.uk/media/37627255/core-and-fringe-vocabulary.pdf
Core words are an essential part of any balanced Augmentative and Alternative Communication (AAC) system.
What are these core words? Why should we use them? And most importantly, what are some practical tools and strategies that can help us implement a core word approach?
What are core words?
While spoken language has at least 250,000 words, a list of only 200 words accounts for about 80% of the words you use every day! These words are called “core words”.
Core words are usually:
- verbs (“go”, “come”),
- adjectives (“good”, “little”),
- prepositions (“to”, “on”),
- pronouns (“you”, “that”),
- articles (“the”, “a”), and
- conjunctions (“and”, “but”).
Only about 10% of the first 200 core words are nouns, and these nouns are very general (“girl”, “house”) rather than specific (“porcupine”, “celery”).
AAC learners need quick access to these core words. It gives them a powerful and flexible tool to communicate whatever they want to say.
Some AAC learners rely on preprogrammed sentences or phrases such as “I want” and “I see”. With core words, they can choose from a small set of words to create their own sentences. Then they can express ideas, and even work on grammar.
Some AAC learners only have the chance to make choices from photos of objects. With core words, they can learn to communicate for a wide variety of reasons.
Some AAC learners are given new curriculum words for each new lesson. With core words, they can build their language skills by using flexible words to answer questions about any topic.
Don’t forget fringe words and the alphabet!
Core words are essential, it does not mean that we do not provide other important vocabulary. Core words should be within an AAC system alongside “fringe” words.
Fringe words are very specific words. They have a more narrow meaning than core words. They describe particular things.
Fringe words are usually:
- nouns, and
- more specific verbs (“leap”, “dice”), and
- more specific adjectives (“elegant”, “delicious”)
Each individual fringe word is not used as often as a core word, so AAC systems are usually arranged with the core words on the first, or “home” page, and fringe words are located in other folders.
All fringe words are not equally important for every person. Everyone has certain subjects that they really love to talk about. The important things in our lives: favorite people, places, and thing. These words are different for each person. These personal fringe words need to be added to the AAC. We want to make sure these words are available and easily to reach in the fringe folders.
Also, all AAC systems should have access to a keyboard. This allow an AAC learner to start scribbling/writing with a keyboard as soon as possible. They can do this even if they haven’t learnt to read and spell.
Core words, with easy access to fringe words and a keyboard, make up a balanced AAC system. This allows for powerful and independent communication for AAC learners.
4 challenges to teaching core words
For many years we have taught AAC users to make choices or name objects, so as an AAC community teaching the “fringe”/noun words seems to come easily.
Many people find core words harder to teach. These are our challenges:
- Core words are more abstract, and less “picturable”;
- Many core words have multiple meanings;
- When starting with a core word board, people may seem overwhelmed with all the words on one page;
- Choosing a place to start teaching core words can feel complicated.
So where do we start? The answer actually turns out to be simple — we teach core words by using them on the AAC system while we talk.
Modeling core words
Core words can be taught in the same way as any words on the AAC system. We model core words as often as we can in everyday situations. When modeling, we point to core words on our AAC system as we talk with AAC users.
Watch Amanda and Abby model core words on quick communication boards in poster.
Core word modeling during the game «Headbandz».
As you start you may wonder: Which words should we model? What kind of word combinations should we model?
4 Strategies to teach core words
Here are 4 approaches to help you teach core words.
1. Choosing core words: Communication Functions
Choosing words based on different communication functions can be an effective place to start.
Often an AAC learners’ communication development is restricted. This happens when we only model to request or make a choice. These are relatively easy to teach, and give learners early success. However, there is so much more to communication! What if all we could do was request? How much would we have inside that we couldn’t express?
Instead, let’s look at different communication functions! Consider all the different reasons we communicate. This helps us find many core words that will help an AAC user build language for communication.
Here are a few basic examples of using core words within some different communication functions.
| Communication Function | Core words | Core words with fringe |
|---|---|---|
| Requesting | want, want that, want different, want more, I want | want food, want to play, I want red, I want to watch TV |
| Protesting | not, not that, stop | not red, not that game, stop that music |
| Commenting/ directing |
get, get it, get that, I get that put in, put it in, take out take it out make more, make big do, do it, I do it, I do it now see, see them give me, give me that |
get the blue one, put your hat on, make a cake, do more swinging, I see the car |
| Asking for information | what? what that? where? where go? who? who go? | what are we doing? where is Dad? who is going to the party? |
| Giving opinions |
like, I like that not like, I don’t like it good, bad, that good, that bad |
I like chocolate, I don’t like spiders, Pizza is good, Mondays are bad |
| Tell news | I go, I see, I eat, I went, I saw, I ate | I went to the park, We saw Nana, I ate pizza for dinner on Saturday |
| Please note: When modeling these words and sentences, you may provide a full verbal model, while only pointing to some of the words on the AAC system. For example, you might say “You need to put your hat on,” while pointing to “put” and “on.” |
Now, think about how you can put this into practice. What are the current communication functions the AAC user is using? Which different communication functions can you teach? Which core words would help achieve these?
2. Choosing core words: Activity-based
It can also be useful to select core words that are used to communicate during a specific, frequently occurring activity.
We do not need to develop an activity-specific board for this. Instead, let’s see if we can use our core words on the AAC system, with some use of fringe folders.
Again, here are some examples to get you started:
| Activity | Core words | Core words with fringe |
|---|---|---|
| Cooking |
make this, make more get that, get more put in, put in there help, need help like this, not like this |
make cake, get some milk, put egg in, I like the cake |
| Mr Potato Head |
need, need that put on, take off looks good help, need help |
needs eyes, put on his hat, take off shoes, looks funny, looks like a fireman |
| Puzzles |
look, what?, where? where goes? do, I do help, need help put in, take out |
what does puzzle make? where does this piece go? Put cow piece in, I can do with brother |
| Music |
turn on, off, turn up, down what like? what next? want more, want different, do it again like, not like, good, bad |
turn on iPad for music, turn on CD player, I want Keith Urban, I want to listen to more, No more GangStyle, What music do you like? |
| Please note: When modeling these words and sentences, you may provide a full verbal model, while pointing to some of the words on the AAC system. For example, you might say “You need to get some milk,” while pointing to “you” and “get.” |
Now, think about how you can put this into practice. Think of an activity you do often. What core words could you add to your modeling? What core and fringe words could you combine for longer sentences?
For many ideas on how to integrate core words into common activities, go to the AssistiveWare Core Word Classroom. In particular, check out the Core Word Planners and Core Word 5 Minute Fillers.
3. Choosing core words: Core Word of the Week
Another way to structure the process of teaching and modeling core words is to schedule a set of words to focus on each week or month. This makes modeling more manageable. We should keep adding new words regularly. Combine these with words from previous weeks. In the end, we will teach a full vocabulary with many core words. The approach works because invariably, the team will find that any core word can be used many times throughout the day. In addition, each core word can be easily combined with other words to make many useful messages.
Core Word of the Week has recently become quite a popular approach. We can find many useful resources in this area.
Here are a few examples of core words to focus on and some example combinations that you can model:
| Core word | Core word combinations | Core words with fringe |
|---|---|---|
| do | do, I do, you do, we do, do more, do different, not do, what do | Mummy do it, We do painting, You do different work, not doing trampoline today |
| good | good, that good, she good, he good, not good | I am good at writing, Jessie is a good dancer, painting looks good, pizza tastes good |
| like | like, I like, he likes, like to go, not like, what like | I like skating, My brother likes to sing, we like to go to the park, I do not like snakes |
| Please note: When modeling these words and sentences, you may provide a full verbal model, while only pointing to some of the words on the AAC system. For example, you might say “I am good at writing,” while pointing to “I” and “good.” |
To help you plan how to use this approach, here are a few things to consider: What core words might the AAC user already know? What additional core words would be functional and useful words to teach? Can your environment consider adopting the Core Word of the Week approach?
For many ideas on how to use the Core Word of the Week approach, check out the AssistiveWare Core Word Classroom. The Core Word of the Week Planners and Displays are designed to support this approach.
4. Descriptive Teaching Model
The Descriptive Teaching Model, developed by Gail van Tatenhove. It is a useful technique in many educational environments. It is a way of using core vocabulary to describe academic concepts, rather than programming a large number of specific fringe vocabulary words.
Often AAC users are asked to memorize specific nouns to answer academic questions. With this teaching strategy, the AAC user can combine core words to describe the concepts in the lesson.
For example, in a lesson about the life cycle of the butterfly, the teacher may ask the student about the chrysalis stage. The teacher could ask a closed question with one correct answer, such as “What is the name of the third stage of a butterfly’s life?”. To answer this question, the student has to have “chrysalis” programmed into his system, or at least have a paper choice board with the stages represented.
Using the Descriptive Teaching Model, the teacher could instead ask “What happens during the chrysalis stage?”. The student could answer using core words: “It sleeps inside.” ; “It changes to a new thing.”; “It turns pretty.” Each of these sentences shows that the student understands this stage of the life cycle. The student is also learning words they could use again.
The Descriptive Teaching Model has several advantages:
- It gives the AAC user more practice finding core words and combining them into meaningful sentences.
- Because modeling is also required, it requires the teacher to think about how to translate concepts into core words. This encourages teaching concepts at a deeper level.
- It requires the AAC user to think more deeply and creatively about a concept in order to describe it their own words.
- It saves time spent programming and learning how to find infrequently used words.
Do more with core!
All of these strategies encourage teaching core words in natural contexts. We model words to communicate during real, fun activities. This helps AAC users learn the meaning of core words and how to use them to communicate.
In the end, we all have the same goal for the AAC users – to give them the ability to communicate their thoughts clearly to anyone they need to talk to. Core words can do this!
Follow the links below for more strategies to build language and communication:
- Teach grammar
- Integrating specific literacy instruction
- Get practical ideas for building language
Links & References
- Ahern, Kate. (2015). Descriptive Teaching Model (DTM). [Blog post]
- Ahern, Kate. (2012). Motivate, Model, and Move out of the Way!. [Blog post]
- AssistiveWare Core Word Classroom. (2016). Academic References. [Full reference list]
- Farrall, Jane. (2015). Implementation of iPads for AAC in a Specialist School. [Blog post]
- Independent Living Center WA. Core Vocabulary and Descriptive Teaching in AAC. [Handout]
- Marden, Jennifer. Teaching with Core Words: building blocks for communication and curriculum. [Blog post]
- Snodgrass, M., Stoner, J., & Angell, M. (2013). Teaching conceptually referenced core vocabulary for initial augmentative and alternative communication. Augmentative and Alternative Communication, 29, 322–333.
- Van Tatenhove, G. M. (2009). Building Language Competence With Students Using AAC Devices: Six Challenges. Perspectives on Augmentative and Alternative Communication, 18(2), 38–47.
- Van Tatenhove, Gail. (2013). Core Counts: making activity based instruction count with core vocabulary. [Video presentation]
- Van Tatenhove, Gail. Extreme Makeover: The AAC edition. [Past presentation handouts]
- Van Tatenhove, Gail. Core Vocabulary with Emergent and Context-dependent Communicators in Special Education Classrooms. [Past presentation handouts]
- Zangari, Carole. (2013). Teaching Core Vocabulary. [Blog post]
- Zangari, Carole. (2012). Vocabulary Instruction In AAC. [Blog post]
Back
Core words
What are core words?
Well, we want to give you a definition that is easy to understand.
Core words are part of the list of the words we use the most in our daily life (80% of what we communicate). So the words we use every day are called core words. Core words are represented by verbs, prepositions, conjunctions, articles, adjectives, pronouns. Nouns are rare.
IN SHORT:
Core vocabulary is a small set of simple words, that are used frequently and across contexts.
AAC (Augmentative and Alternative Communication) devices have these core words which give the chance to a non-verbal user to communicate.
Having core word vocabularies is necessary
Core word vocabularies represent the base of what you are going to build. These types of vocabularies are easy to find in the AAC apps, such as in the Fluent AAC app. We have estimated that a core word vocabulary includes the majority of words a user needs to be able to communicate, express feelings, and be understood by those around him.
Provide access to core vocabulary
Before we start teaching core vocabulary, we have to give our patients
AAC devices that have a variety of core vocabulary. That can be done if you set up the AAC devices for core language. The goal of utilizing core vocabulary is to give our non-verbal AAC users the ability to express themselves independently.
If we are giving access to the core words to AAC users, we offer them a great device that enables them to say everything they want. They have the chance to choose from a nearly small set of words to create their sentences. This way, they can express many ideas and thoughts.
What words should you begin with?
Remember that when you teach core words you have to pay more attention to what the user needs.
Managing which words, to begin with, can be challenging. If you search on Google for core vocabulary lists, you’ll find lots of articles and other already finished word lists. Honestly, this is kind of overwhelming. You’ll notice that there is typically a lot of overlap in words from a list to another list. You may notice a high percentage of the same words on many lists.
Here is our list of the words that we have selected to begin with when implementing core vocabulary guidance:
«I» «eat» «go» «more»
«You» «drink» «like»
«help» «done» «stop»
«want» «no» «that»
«need» «yes» «it»
Tips for beginning with Core word vocabulary
• The goal is not for the child to master the use of full sentences in the beginning but to form simple grammatical structures like «want water»
• Communication is more than just words. Body language is crucial and expresses so much so you need to accept that as a form of communication.
For example, the patient can communicate with you by pointing to the bathroom. You can then model the «bathroom» word on the AAC device so the AAC user will make a connection between its needs (expressed through body language) and the device.
• You can’t just show an AAC user a set of words and expect the user to learn them. You need to MODEL and show the patient what those words mean and what happens when they use them. Encourage them!
Why teaching core words is seen as a difficult challenge?
At first, many people struggle with teaching core words. We’ve detected that core words are less picturable. For example, conjunctions, adjectives, and prepositions are harder to be described in images, and also, some of these core words can have multiple meanings. Another difficulty is when you present to the user a core word board. The core word board may make patients feel overwhelmed because of the variety of words on a single page.
How to teach core words?
To model, you have to be the one who uses the AAC app the most. Every time you say any word on the app, point to the word. You can talk in full sentences but you have to give meaning to the words and images and refer to them
while you speak.
Example: How to teach the word «DO»?
The word “do” is one of the most versatile and common core words in our vocabulary and can be applied in almost any activity.
The word «do» can be used to manage other people’s behavior, ask questions, describe actions.
The word “do” is an easy word an AAC user can use in the position of other verbs he/she hasn’t learned. When it is another user’s turn to perform a gross motor or fine motor task, let your student say “do it” or “you do it.”
Many patients enjoy having others imitate their behavior. You can model for them “I do it,” and “you do it” during social activities like making faces, pretending to sleep, or be sick.
Let your patient use the word “do” to ask for help. When clothing, or opening food containers, your child can direct you to “do” it. You can also teach «don’t» at the same time.
Knowing the words and making changes in a patient’s communication style are two different things. An AAC user learning new vocabulary may need anywhere from 50 — 350 repetitions before mastering the word. It takes a lot to get to 350 repetitions. If it’s just you and you alone, then it will take longer to get to mastery. Get your team (family members, speech-language pathologists) in for this one!
Activity ideas which may help you teach core words
➊ Words of the week
— highlight or sticky note the ‘target words’.
-use a word wall and let learners add pictures, objects, text that define, categorize, or relate to the target words.
-the word wall can become an important part of vocabulary instruction and learners are familiar with it, add some visual labels for where different items would be placed.
-create Word of the Week books. These can be physical books, folders with pockets, talking PowerPoint books, talking photo albums.
-you can also create Word of the Week boxes. Patients can put items in a box, close the box, decorate the box, move the box.
➋ Treasure Hunts
The game consists of searching for items that compare to the core vocabulary. Also, you can hide written words and go searching for them. To make it fun for learners, you can dress up as treasure hunters, give clues, or have a treasure map.
➌ Word PARTY
At the end of every week/month, you can organize a party with the purpose of learning and revising the core words. In order for the child to assimilate information, you have to make the activity of learning really fun.
Arrange a special party room and decorate it with confetti, balloons, bring food and juice. Make everything possible for the patient to feel comfortable and motivated.
If you have any questions, you can always ask us using the contact form in the app.
Back
Join a global community of over 200,000 TEFL teachers working throughout the world!
Enrol me!
Date Posted: 27th March 2018
If you have ever learned or tried to learn a foreign language you will probably remember trying to learn lists and lists of vocabulary items. Flashcards, sticky notes, parrot learning – there are many ways students try to learn vocabulary and rightly so. Vocabulary is an essential part of any language, but the amount of words in a language can leave even the most motivated learner on the verge of throwing in the towel.
This is where the concept of core vocabulary comes in.
What is core vocabulary?
Core vocabulary is an idea which has been around for ages. Before digital corpora, teams of researchers would look through print corpora and compile lists of words which they thought were the most useful for learners of English. The common number for a list of core vocabulary is 2 000; in other words, there are actually 2,000 word families that learners should know in order to be able to communicate to a high level in English.
How are the core vocabulary chosen?
Frequency is the first criterion; words which are used more often are more useful than words which are not used very often.
However, if a word does not have a high frequency but it is important because it is a unique word which does not have a satisfactory equivalent, it was also included.
Another criterion is simplicity, in that these words are usually used to define other words.
Then, superordinateness must be considered. A word which is a category word is much more useful than a more specific item of that category i.e. tree versus oak.
Core words have clear opposites i.e. happy and sad versus giggle.
Core words have a high number of collocates i.e. start a fight/a career/a rumour versus begin.
Core words combine with other morphemes to create a wide range of new words.
Core words are neutral, in that they are not highly emotive or culture-specific i.e. car versus tuk-tuk.
Finally, core words are found in a range of contexts and are not just specific to one situation.
Where can you find core vocabulary lists?
There are a few sources of core vocabulary floating around. Bear in mind that each one may differ slightly because they are the product of a team of people making decisions on which words to include. There shouldn’t be too many discrepancies considering that they are all claiming to describe the core vocabulary of the language but they may differ here and there.
The Oxford 3000 is one such list and it can be found as a dictionary or an app.
What can we do with core vocabulary lists?
This is the tricky part. Knowing which are the most useful couple of thousand words in a language is a good step in the right direction, but learners still need to learn these words. As a teacher you can use these lists to ensure you are teaching appropriate and useful language in your lessons. This is especially true if you are teaching lower levels as you don’t want to waste time teaching infrequent or uncommon vocabulary. Then, you can make your students aware of these lists so that they can utilise them in their studying as well.
Sign up to our newsletter
Follow us on social networks, sign up to our e-newsletters – get the latest news and early discounts
Accreditation Partners
The TEFL Academy was the world’s first TEFL course provider to receive official recognition from government regulated awarding bodies in both the USA and UK. This means when you graduate you’ll hold a globally recognised Level 3 (120hr) Certificate or Level 5 (168hr) Diploma, meaning you can find work anywhere and apply for jobs immediately.
-
Excellent
- 4.89 Average
- 3444 Reviews
- Reviews
Have you ever slowed down and examined your speech? Which words do you use most frequently and which ones are absolutely essential in your day-to-day conversations?
Core words include a set of approximately 220 words that are very commonly used and applicable to all populations, places, topics and activities. Approximately 80% of the words we use in conversation will be core words, but most of them are used repeatedly, which is another reason why we refer to them as being “core” to language. Some core words can also be called “sight words” because they have to be recognized and learned by sight. For example, the words “eye” and “new” are nearly impossible for young readers to sound out using phonic rules, so they would require memorization by sight.
Language tends to become very complex over time so it is crucial that we help new learners set a strong foundation through core vocabulary. Once children become comfortable with using core words they can ultimately build on it by using tools like grammatical rules such as where and when to add tense or possessives. When students are able to identify and read all of the core words, they can read about 75% of words in any given piece of children’s literature. Some of the most successful ways to teach core words include consistency and repetition, exposure, and teaching through stories, music and visuals. Natural integration of core words in language produces the best outcomes because children learn quickest when they see others modeling language.
This is a sample page from the Proloquo2Go iPad app
This sample page of core words has color coded backgrounds to represent parts of speech.
It is also important that we entice communication and give the learner an opportunity to use core words when something motivates them. When a word is consistently used and repeated in conversation, the learner begins seeing the pattern of use and is eventually able to reproduce it without being prompted. Some of the first core words in English include “all done,” “help,” “want,” “more,” “it,” “who,” “what,” and “why.” Core words can also be quite challenging to sound out so it is important that teachers, therapists or caregivers spend time teaching children how to say, understand and apply them. For augmented communicators who struggle with speech, it is also helpful to provide an extensive list of high frequency core words on their communication device so they can point to words or visuals to better explain what they may want or need. Grade schools also do a great job with integrating core words into class curriculum so students can acquire fluency as they move up grade levels. Just remember: take things slow, do not overwhelm the learner but do not restrict their access to more words and provide as much support you possibly can for your learner to reach the pinnacle of their core language development.
For more information on how the use of core words empowers language contact us: info@classinc.net and please visit us on FaceBook: https://www.facebook.com/CLASSIncFW
This entry was posted
on Friday, March 4th, 2016 at 2:40 am and is filed under AAC, Children, Language & Literacy, Speech.
You can follow any responses to this entry through the RSS 2.0 feed.
Both comments and pings are currently closed.