Many think the SLP’s role in literacy is confined to the therapy room with those children identified as having speech and language impairment. However, research and the American Speech-Language-Hearing Association supports the SLP as an important educator and resource in literacy for general education students, English Language Learners (ELLs), those at risk for delay, as well as those identified with speech and language impairment. The SLP’s knowledge of language development and literacy is intimately tied to reading development. As a result, SLP has a key role in supporting literacy in the school community in both special and general education.
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Please find links to research mentioned in this module here:
Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation.Scientific studies of reading, 3(4), 331-361.
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments.Journal of speech, Language, and hearing Research, 45(6), 1142-1157.
McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children’s reading difficulties. Learning Disabilities Research & Practice, 16(4), 230-239.
Spracher, M. M. (2000, April 25). Learning about literacy: SLPs play key role in reading, writing. The ASHA Leader.