This is a post I’m writing to my younger AAC mom self.

Its a post that admits I don’t do the things I used to do or like I used to write about and promote.

I used to spend hours matching picture books to core vocabulary so I could model on Nathaniel’s communication device in a shared reading setting. I’ve written blog posts sharing these matchings. I carried stacks of picture books via airplane luggage to a conference, and encouraged workshop attendees to do this same matching. Their work is hosted here on my blog. There is a place for these combos of core vocabulary and books that work well together. I will discuss that in a moment. But I’m going to boldly assert that AAC modeling during shared reading doesn’t have to be so exact. To prove it, Nathaniel and I did a little experiment.

I asked Nathaniel to pick a favorite book from a small stack. He picked The Gruffalo by Julia Donaldson. I asked him open the book to any page he wanted. I then sat down with Project Core’s list of 36 Universal Core Vocabulary words and jotted down a comment or question that I could make about that two page spread in The Gruffalo using each vocabulary word.

Here’s the list:
not “not good” (point to teeth, tusks, or claws)

in “big teeth in mouth”

some “give me some fox food”

different “fox go different place”

who “who is he?”

you “he eat you”

can “he can get you, fox”

open “open that big mouth!”

make “make fox food”

he “he is bad”

stop “fox stops and is scared”

what “what will he do?”

good “that not good” (point to tusks, claws, or teeth)

like “he likes (to) eat fox”

that “that is bad” (roasted fox)

more “he has more teeth!”

turn “turn around fox - run!”

up “he will eat fox up”

put “mouse put fox running”

on “bad things on hands” (point to claws)

do “what did mouse do?”

all “fox is all gone”

where “where did fox go?”

look “look! That scary!” (Point to tusks, claws, teeth)

it “I see it coming!”

same “I feel same as fox - scared!”

here “here at rocks”

want “he wants to eat fox”

when “when is he coming?”

go “go fox go!”

get “fox gets away”

finished “mouse is finished tricking fox”

she “she scared fox”

I “I see fox running”

why “why did he go fast?”

help “who can help fox?”

I would never pause so long enough on two pages during reading to Nathaniel to model 36 different core words. But when communication partners focus on discussing and connecting about the book, having a word that matches the text perfectly is less important. I wish I could rewind time and tell my younger AAC mom self that what matters is being so familiar with core vocabulary and my son’s device that I can use multiple different core words with any book he hands me. Reaching this comfort level with his device should have always been my goal, not building a very specific AAC friendly library.

What role did all my work matching board books and picture books with specific core vocabulary serve? They were baby steps into my learning to model commenting and asking questions during shared reading. They can continue to be important supports for parents and professionals starting out with this practice. When I partner a book with a couple core words for my husband to try, it helps him be successful.

The error is thinking we need ____ text or book to model ____ word, and then in the absence of having specific books, we don’t model at all. I fear my posts that match specific books and core vocabulary make this practice out of reach to those families who can’t access the books I paired and recommended. It isn’t out of reach. The amazing aspect of core vocabulary is that it can be used with all books. As a content creator about AAC life at home, I want to make modeling more accessible than one book - one word pairings. I want it to be so easy to implement that any book a family has available can be used to help their child learn to speak and grow literacy skills. I believe its possible.