Literacy: Speech-Language Pathologists Play a Pivotal Role
Literacy is an essential prerequisite for social well being,
academic achievement, and lifetime opportunities. Speech-language
pathologists play important roles in ensuring that all children
gain access to appropriate instruction in reading, writing, and
spelling. These roles include the following:
- Early Identification & Assessment
- Intervention
- Development of Literacy Programs
The American Speech-Language-Hearing Association (ASHA)
published a family of documents in 2001 addressing literacy
entitled
Guidelines for the
Roles and Responsibilities of Speech-Language Pathologists with
Respect to Reading and Writing in Children and Adolescents
.
These documents highlight the roles and responsibilities of
speech-language pathologists in the development of reading and
writing among children and adolescents, particularly in developing
literacy for younger children who have communication disorders,
including those with severe or multiple disabilities.
Appropriate roles and responsibilities for speech-language
pathologists
in the improvement of literacy in children include, but are not
limited to:
-
Early identification:
(a) help teachers and other professionals with early recognition
of language factors associated with later literacy problems; (b)
collaborate with other professionals to identify risk factors;
(c) participate on child study teams; and (d) consult with
government agencies, teachers, school administrators, and other
health professionals on indications, timing, need, and use of
diagnostic assessments.
-
Literacy Intervention:
responsibilities involve providing direct intervention and
collaborative assistance to general education teachers, students,
and parents that is needs- and research-based, culturally and
developmentally appropriate, and curriculum relevant. The report
gives examples of intervention program activities for children
and adolescents in early childhood, early elementary, later
elementary, and secondary programs.
-
Identification of Literacy Problems Among Older
Students:
(a) educate other professionals regarding risk factors involving
all language systems; (b) participate on child study teams; (c)
recognize added literacy risks for children being treated for
spoken language difficulties; (d) interview students, parents,
and teachers about curriculum-based language difficulties; (e)
monitor classroom progress and other factors that justify formal
referral for assessment; and (f) suggest assessment strategies to
identify whether a language difference or disorder might be at
the root of literacy challenges.
-
Research:
(a) formulate questions to inform practice in literacy and design
strategies for answering them; (b) bridge gaps between research
and practice; and (c) participate in collaborative research teams
that include academicians and practitioners.