{"id":7181,"date":"2016-07-04T14:42:24","date_gmt":"2016-07-04T14:42:24","guid":{"rendered":"http:\/\/www.erickson.international\/en\/?page_id=7181"},"modified":"2016-09-05T07:44:52","modified_gmt":"2016-09-05T07:44:52","slug":"what-are-books","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/what-are-books\/","title":{"rendered":"Stories with AAC"},"content":{"rendered":"<div class=\"col-lg-12 col-md-12 col-sm-12 listalibri landingpage\">\n<p><!-- Bollino --><\/p>\n<div class=\"col-lg-12\"><img src=\"http:\/\/www.erickson.international\/wp-content\/uploads\/2016\/05\/The_Series_BOLLO.png\" alt=\"\" \/><\/div>\n<p><!-- Bollino END --><\/p>\n<p><!-- Titolo --><\/p>\n<div class=\"col-lg-12\">\n<h1 class=\"maggio23\">Stories with AAC<\/h1>\n<p>&nbsp;<\/p>\n<\/div>\n<p><!-- Titolo END --><\/p>\n<p><!-- Highlights --><\/p>\n<div class=\"col-lg-12 linea-landingpage\">\n<hr \/>\n<p><!-- START ROW --><\/p>\n<div class=\"row\">\n<div class=\"col-lg-12 col-md-12 col-sm-12 col-xs-12\">\n<p class=\"nome-cognome-autore\">What are in-books?<\/p>\n<p class=\"maggio23\">They are <strong>illustrated books with text written entirely in symbols<\/strong>, designed to be listened to whilst another person reads out loud.<\/p>\n<p class=\"nome-cognome-autore\">How did they come about?<\/p>\n<p class=\"maggio23\">They came about from an Italian experience of Augmentative and Alternative Communication (AAC), with the help of parents, teachers and operators, and they started appearing spontaneously and rather unexpectedly in houses, nursery schools, libraries and many other places. They have since become an important resource for all children, not only those with a communication disability.<\/p>\n<\/div>\n<\/div>\n<p><!-- END ROW --><\/p>\n<p><!-- START ROW --><\/p>\n<div class=\"row\">\n<div class=\"col-lg-12 col-md-12 col-sm-12 col-xs-12\">\n<p class=\"nome-cognome-autore\">How do you read in-books<\/p>\n<p><img src=\"https:\/\/static.erickson.it\/ei\/SiteAssets\/Pagine\/Alla-scoperta-degli-IN-BOOK\/caa-1.png\" alt=\"\" \/><\/p>\n<\/div>\n<div class=\"col-lg-12 col-md-12 col-sm-12 col-xs-12\">\n<p class=\"maggio23\">The most specific element in reading books with symbols out loud is the use of modelling.<br \/>\nThe person reading constantly <strong>moves their finger over the symbols one by one as they read, <\/strong>trying not to let this movement interfere with the liveliness of the story telling.\u00a0 Your finger should be placed beneath the symbol so that both the symbol and the written word, which is placed above so that your finger does not cover it, can be clearly seen.<br \/>\n<strong>Sometimes, <\/strong>during reading, <strong>you can point out details in the picture as well as the symbol,<\/strong> in order to emphasise key moments in the story.\u00a0 It is generally an adult who reads and points at the symbols, whilst the child or children listen.<\/p>\n<\/div>\n<\/div>\n<p><!-- END ROW --><\/p>\n<p><!-- START ROW --><\/p>\n<div class=\"row\">\n<div class=\"col-lg-12 col-md-12 col-sm-12 col-xs-12\">\n<p class=\"nome-cognome-autore\">What do the symbols mean?<\/p>\n<p><img src=\"https:\/\/static.erickson.it\/ei\/SiteAssets\/Pagine\/Alla-scoperta-degli-IN-BOOK\/caa-2.png\" alt=\"\" \/><\/p>\n<\/div>\n<div class=\"col-lg-12 col-md-12 col-sm-12 col-xs-12\">\n<p class=\"maggio23\">Sometimes children want to point to the symbols whilst the adult reads and they enjoy controlling the adult&#8217;s reading. Some children need to hold the adult&#8217;s hand during modelling and to feel the movement and rhythm of the reading.<br \/>\nThe opposite, however, is not recommended &#8211; in other words the adult taking the child&#8217;s hand and moving it passively. <strong>Children are never asked to look or point themselves: they are simply \u00abexposed\u00bb to the continued pointing, one symbol at a time, in a playful manner.<\/strong><br \/>\nPointing provides considerable support in capturing the attention of another person and creating shared attention in an environment of common reference. <strong>The continued movement of\u00a0pointing from\u00a0one symbol to the next accompanies the child&#8217;s gaze symbol by symbol\u00a0and facilitates sequence building.<\/strong><\/p>\n<p class=\"maggio23\"><strong>Both transitions are particularly important for children who have difficulties, above all those with praxic and gaze tracking difficulties, like in children with autism spectrum disorders<\/strong>. With the latter, you may initially get the impression that they are not looking or following. If the book is motivating and attracts their attention, you just need to be patient and wait.<\/p>\n<\/div>\n<\/div>\n<p><!-- END ROW --><\/p>\n<p><!-- START ROW --><\/p>\n<div class=\"row\">\n<div class=\"col-lg-12 col-md-12 col-sm-12 col-xs-12\">\n<p class=\"nome-cognome-autore\">The advantages of modelling<\/p>\n<p><img src=\"https:\/\/static.erickson.it\/ei\/SiteAssets\/Pagine\/Alla-scoperta-degli-IN-BOOK\/caa-3.png\" alt=\"\" \/><\/p>\n<\/div>\n<div class=\"col-lg-12 col-md-12 col-sm-12 col-xs-12\">\n<p class=\"maggio23\"><strong>In general, children quickly learn how modelling works,<\/strong> they only need to see an adult pointing at the symbols a couple of times before they start doing the same, automatically and naturally imitating what they have seen being done.<br \/>\n<strong>They thus start to use modelling spontaneously to read IN-books, to themselves or out loud to other children<\/strong>. Through progressive modelling, and without the need for explanations and reminders, they automatically learn the correspondence between the word heard, the symbol and the written word.<br \/>\nReading books with symbols from this viewpoint becomes one of their first \u00abgrown-up\u00bb activities and children can start to do it on their own, without the constant mediation of an adult.<br \/>\nThe structure of IN-books enables children to \u00abread\u00bb the symbols on their own. Although in the beginning they tend to enjoy the reading out loud and modelling done by an adult they soon learn to appreciate the possibility of enjoying the book on their own.<br \/>\nIt is not rare to see children who, despite not having developed the function of alphabetic reading, read to each other out loud, pointing at and recognising one by one the symbols in the text, thus supporting their future development of alphabetic reading and writing.<\/p>\n<\/div>\n<\/div>\n<p><!-- END ROW --><\/p>\n<p><!-- START ROW --><\/p>\n<div class=\"row\">\n<div class=\"col-lg-12 col-md-12 col-sm-12 col-xs-12\">\n<p class=\"nome-cognome-autore\">To find out more about AAC and in-books<\/p>\n<\/div>\n<p><!-- START PRODOTTO --><\/p>\n<div class=\"col-lg-5 col-md-5 col-sm-6 col-xs-6\">\n<div class=\"img-container\"><a href=\"https:\/\/www.erickson.international\/en\/catalogue\/parents-and-children\/parents-and-disability\/stories-with-aac1\/\"><img src=\"https:\/\/static.erickson.it\/ei\/SiteAssets\/Pagine\/Alla-scoperta-degli-IN-BOOK\/COP_Storie-con-la-CAA-1-COFANETTO_590-0001-3.jpg\" alt=\"\" border=\"0\" \/><\/a><\/div>\n<p><a style=\"font-size: 15px;\" href=\"https:\/\/www.erickson.international\/en\/catalogue\/parents-and-children\/parents-and-disability\/stories-with-aac1\/\">Stories with AAC 1<\/a><br \/>\n<span class=\"subtitle-landingpage-book\">Three IN-books for children aged 3 \u2013 6: \u00abPaolo and unruly hair\u00bb, \u00abAnna and the swing\u00bb, \u00abLuigi and the vegetable soup\u00bb<\/span><\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<p><!-- END PRODOTTO--><br \/>\n<!-- START PRODOTTO --><\/p>\n<div class=\"col-lg-5 col-md-5 col-sm-6 col-xs-6\">\n<div class=\"img-container\"><a href=\"https:\/\/www.erickson.international\/en\/catalogue\/parents-and-children\/parents-and-disability\/stories-with-aac-2\/\"><img src=\"https:\/\/static.erickson.it\/ei\/SiteAssets\/Pagine\/Alla-scoperta-degli-IN-BOOK\/COP_Storie-con-la-CAA-2-COFANETTO_590-0153-9.jpg\" alt=\"\" border=\"0\" \/><\/a><\/div>\n<p><a style=\"font-size: 15px;\" href=\"https:\/\/www.erickson.international\/en\/catalogue\/parents-and-children\/parents-and-disability\/stories-with-aac-2\/\">Stories with AAC 2<\/a><br \/>\n<span class=\"subtitle-landingpage-book\">Three IN-books for children aged 3-6: &#8220;Marcus rides his bicycle&#8221;, &#8220;Lisa and Matt and the sleep train&#8221;, &#8220;Giulia and the rainbow&#8221;<\/span><\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<p><!-- END PRODOTTO--><br \/>\n<!-- START PRODOTTO --><\/p>\n<div class=\"col-lg-5 col-md-5 col-sm-6 col-xs-6\">\n<div class=\"img-container\"><a href=\"https:\/\/www.erickson.international\/en\/catalogue\/parents-and-children\/parents-and-disability\/stories-with-aac-3\/\"><img src=\"https:\/\/static.erickson.it\/ei\/SiteAssets\/Pagine\/Alla-scoperta-degli-IN-BOOK\/COP_Storie-con-la-CAA-3_590-0538-4.jpg\" alt=\"\" border=\"0\" \/><\/a><\/div>\n<p><a style=\"font-size: 15px;\" href=\"https:\/\/www.erickson.international\/en\/catalogue\/parents-and-children\/parents-and-disability\/stories-with-aac-3\/\">Stories with AAC 3<\/a><br \/>\n<span class=\"subtitle-landingpage-book\">Three IN-books for children aged 3-6: &#8220;The mole Clotilda and her formidable nose&#8221;, &#8220;Clarabella, the dew drop&#8221;, &#8220;Appointment in space&#8221;<\/span><\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<p><!-- END PRODOTTO--><br \/>\n<!-- START PRODOTTO --><\/p>\n<div class=\"col-lg-5 col-md-5 col-sm-6 col-xs-6\">\n<div class=\"img-container\"><a href=\"https:\/\/www.erickson.international\/en\/catalogue\/disability-and-autism\/disability-and-autism\/making-up-stories-and-books-with-aac\/\"><img src=\"https:\/\/static.erickson.it\/Products\/LIBRO_978-88-6137-776-9_Z235_Costruire-libri-e-storie-con-la-CAA\/CopertinaWeb\/COP_Costruire-libri-e-storie-con-la-CAA_6137-776-9.jpg\" alt=\"\" border=\"0\" \/><\/a><\/div>\n<p><a style=\"font-size: 15px;\" href=\"https:\/\/www.erickson.international\/en\/catalogue\/disability-and-autism\/disability-and-autism\/making-up-stories-and-books-with-aac\/\">Making up stories and books with AAC<\/a><br \/>\n<span class=\"subtitle-landingpage-book\">IN-books for inclusion and early intervention<\/span><\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<p><!-- END PRODOTTO--><\/p>\n<\/div>\n<p><!-- END ROW --><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Stories with AAC &nbsp; What are in-books? They are illustrated books with text written entirely in symbols, designed to be listened to whilst another person reads out loud. How did they come about? They came about from an Italian experience of Augmentative and Alternative Communication (AAC), with the help of parents, teachers and operators, and [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":7326,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/page-landing2colonne.php","meta":[],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.6 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Stories with AAC - Erickson International<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.erickson.international\/en\/what-are-books\/\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"4 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/www.erickson.international\/en\/what-are-books\/\",\"url\":\"https:\/\/www.erickson.international\/en\/what-are-books\/\",\"name\":\"Stories with AAC - 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