Perspectives on School-Based Issues

From the Coordinator

Block, F. K. — 2009-06-04

Language and Literacy: What's a Speech-Language Pathologist to Do?

Schuele, C. M. — 2009-06-04

A series of letters to the editor, published in The ASHA Leader in 2008, suggest many speech-language pathologists are concerned and confused about the expanded scope of practice into literacy. In this article, the author addresses the concerns raised by the author of the first letter to the editor. It is suggested that working on language alongside literacy is well-supported and may well lead to improved language outcomes for children.

The Speech-Language Pathologist and Reading: Opportunities to Extend Services for the Children We Serve

Ritter, M. J. — 2009-06-04

In recent years, major changes have occurred in the field of speech-language pathology and education. In the past 2 decades researchers, educators, and speech-language pathologists (SLPs) have increased their focus on the identification, assessment, and treatment of reading disabilities in children (Catts, 1991; Catts, Fey, Zhang, & Tomblin, 2001; Justice & Ezell, 2004; Kaderavek & Justice, 2004). The primary goal of this article is to discuss a variety of ways that the speech-language pathologist can be both directly and indirectly involved in working with children who present with language and reading impairments. For example, Baylor University's Department of Communication Sciences and Disorders has had the opportunity to be involved in the prevention, identification, and treatment of reading disabilities in children both in a direct and indirect way.

How Do I Work With the Reading Teacher Without Becoming One?

Angel, S. E., Butler, Y. G., Cichra, D. L., Moore, C. C., Simonet, J. — 2009-06-04

The Speech-Language Program of Orange County Public Schools (OCPS), Orlando, FL has provided ongoing intensive professional development and support to their speech-language pathologists to facilitate inclusive services for students who are identified as speech-language impaired. However, providing inclusive services in the general and special education classrooms often raises the question, "How should speech-language pathologists provide services in the classroom, focusing on classroom curriculum without becoming the reading teacher?" This article discusses how a speech-language pathologist differentiates his/her services from the responsibilities of the reading teacher.

Science Through Language: Language Through Science; Working With Teachers to Make Every Moment a Language Moment

Gottfred, C. H., Lybolt, J. — 2009-06-04

Preschool teachers have been tasked with developing emergent literacy skills, frequently co-teaching with a speech-language pathologist. Science activities offer opportunities to provide both content and language experiences in preschool and kindergarten. A "Language Through Science" (LTS) approach integrates language and science in preschool and kindergarten classrooms, emphasizing techniques that can be the language underpinnings of emergent literacy. We review the theory, background, outcomes data, and sample activities of a language-focused science program that can help the speech-language pathologist support content with emergent literacy activities in a classroom curriculum.

SLPs Then and Now: Keeping the Vision While Infusing Accountability and Function

Kerins, M. R., Sheridan, K., Feinberg, K. — 2009-06-04

Incorporating literacy into the caseload of the school-based speech-language pathologist is often met with mixed feelings. This article explores the role of the speech-language pathologist (SLP) in the literacy arena from the mid 1970s to the present. It becomes apparent that SLPs have long recognized the relationship between the areas of language we are trained to address and an individual's ability to read and write. Changes have occurred over the last 25 years with an increase in research supporting the reciprocal relationship between language and literacy, a movement toward evidenced-based practice, and greater accountability regarding education and related service goals. While SLPs were exploring the language-literacy relationships several decades ago, current practice patterns demonstrate exemplary examples of collaboration with classroom teachers and SLPs. Two speech-language pathologists from a public school system in Maryland share how they have effectively worked on areas of prevention and intervention in a collaborative manner. Examples are also provided of "other roles" we often provide to general educators and families.

Research on Reading: What SLPs Want (or Need) to Know

Montgomery, J. — 2009-06-04

As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will "morph" into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.