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After reading Cynthia Feeney's letter, "SLPs as Reading Specialists?" (Jan. 22, 2008), and Christine McGrath's letter, "Literary Instruction Requires Literacy Credentials" (March 4, 2008), I felt a need to express a positive view of how SLPs can be an integral part of a literacy intervention team because of our expertise in the area of phonological sensitivity. Evaluation and goals in this area for students on my caseload are integrated with other goals for receptive and expressive language. I would be shortchanging my students if I didn't provide remediation for phonological awareness that will improve their phonics skills, because I have the most expertise in this area and will give students the extra time and practice they need. I certainly wouldn't be considered the primary provider for their reading and writing skills, but the progress they make in phonological awareness definitely makes it an important part of a comprehensive speech and language intervention program. Once school-based SLPs view this area as a component of an intervention program and not an unrelated area that they don't have expertise in, more children will receive the appropriate intervention they deserve.
Diane Peterson
China Spring, Texas
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