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The Workforce Investment Act of 1998 defines literacy as "an individual’s ability to read, write, speak in English, compute and solve problems at levels of proficiency necessary to function on the job, in the family of the individual and in society."
Research indicates that 17-20% of our nation's children experience substantial difficulties in learning to read, and that more than a third of students in fourth grade (and nearly 70% in some low-income urban schools) read below the basic level. Children who are not fluent readers by fourth grade are likely to continue struggling with reading into adulthood, making early identification and intervention of reading problems essential to a child's success in both school and society.
Spoken language provides the foundation for the development of reading and writing. In fact, spoken and written language share a reciprocal relationship, building on each other to result in general language and literacy competence. Children who have problems with spoken language frequently experience difficulties learning to read and write, and children with reading and writing problems often experience difficulties using language to communicate, think and learn. Similarly, instruction in spoken language often results in growth in written language.
The Solution
Speech-language pathologists are the clinicians who identify, assess, and treat speech and language problems, and who possess the knowledge and training to support the development of spoken language as a foundation for learning to read and write. Speech-language pathologists work to prevent and provide intervention for communication disorders as well as to document the outcomes of students with whom they work.
Speech-language pathologists cooperate with parents, teachers, audiologists (hearing health care professionals), guidance counselors and others to assess and treat children's communication problems in schools. The clinicians integrate students' communication goals with academic and social goals, and provide services through individual or group sessions, in classrooms or in collaboration with teachers, or through consultation with teachers and parents.
The Results
The American Speech-Language-Hearing Association's (ASHA) National Outcome Measurement System (NOMS) data indicates that more than 70% of teachers who participated in the program believe that the student with whom they've worked demonstrated improved pre-reading, reading or reading comprehension skills. A majority of teachers also cited improvements in the student's listening and written language skills and ability to communicate in socially-appropriate ways (pragmatics).
For more information about communication disorders and the professionals who treat them, the speech-language pathologist's role in language development and literacy, or ASHA's National Outcomes Measurement System, contact Tracy Schooling at 301-296-8741.
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