WORD-TO-PICTURE MATCHING The ARC web-based app program incorporates a forced- choice, two option, text-to-picture matching activity to facilitate the process for parents, educators, and clinicians. However, this is not the only way to practice word-to-picture matching. Actual picture cards and written words (spoken and read) can also be used in place of this web-based, tablet program. The advan- tage of the web-based program is that it facilitates selecting and modifying words and images to use for a specific child. For example, you can tailor words and images for the child by using pictures of their dog or cat, or their favourite toys taken with your ipad or phone. The vocabulary is based on the MacArthur-Bates Communica- tive Development Inventories Wordbank (Frank et al., 2017) and follows an early developmental sequence. That is, the words chosen are those that a child would first use when they are beginning to use spoken language. Children begin by matching early concrete nouns and progress to verbs then adjectives. Similarly, children progress from single words to 2-word phrases and on to short sentences. This sequence mimics the same way children develop oral language skills and facilitates language comprehension. There are two phases to the app: the Assess- ment phase and the Intervention phase. THE ASSESSMENT PHASE The program begins with the Assessment phase to deter- mine the correct starting point for the child. This also sets a baseline for clinicians or teachers who may be interested in charting progress. The assessment can always be repeated at another time to assess progress. The Assessment phase displays four pictures for a single target word and the child is first asked to choose the correct picture that corresponds to the oral/ spoken word in the initial Listening Comprehension Assess- ment and then the written word in the subsequent Reading Comprehension Assessment. THE INTERVENTION PHASE After the child completes the initial Assessments of Listening and Reading Comprehension, the program proceeds to the Intervention phase. Like the Assessment, ARC first targets Listening Comprehension. That is, the child matches the spoken word (that is supported by the written word) to the image (see Fig. 6). A small “ear” icon shows that the child is practicing Listening Comprehension. Once the child has acquired the word at the Listening Comprehension level, they proceed to match the written word (no spoken word) to the image to prac- tice Reading Comprehension (see Fig. 7). A small “book” icon shows that the child is practicing Reading Comprehension. For both Listening and Reading Comprehension the child must first touch the written word before touching the correct image to draw their attention to the orthography.
Figure 6:The Image Paired with the Written Word and the Spoken Word to Practice Listening Comprehension
Figure 7:The Image Paired with the Written Word (No Spoken Word) to Practice Reading Comprehension
It is important to note that only two images (the correct image and the incorrect or distractor image) are used during the intervention phase (as opposed to four images during the assessment phase). Using fewer images during intervention reduces distractions and facilitates choosing the correct option, as the intervention phase is meant to teach not test. Additional images can be added for the same word, for both target words and incorrect words. For example, different images of a cat can be included to support generalization and the program will randomly cycle through them.
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