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This study examined the effects of using sensory, augmentative, and alternative communication (AAC), and supportive communication strategies on the rate and type of communication used by three students with severe speech and motor impairments (SSMI). Using a multiple baseline across behaviour design with sensory and AAC intervention phases, students were paired with a family member during shared reading activities using familiar and unfamiliar storybooks in their homes. All reading activities were video-recorded for analysis. Examination of recorded readings revealed that students demonstrated increases in their overall rates of communication. Further, these students successfully integrated communication devices into the reading process. The results suggest that students with severe disabilities can benefit from these forms of literacy strategies to increase their participation in reading tasks. Implications for research and practice are discussed.