Abstract: According to ASHA, speech-language pathologists “must ensure that students with special needs receive intervention that builds on and encourages the reciprocal relationships between spoken and written language.” Practical tips on how to do this will be discussed, including for children with complex communication needs/AAC users.
Description: Research indicates that 50-75% of children with speech and/or language impairments will have difficulty with reading. As language specialists, speech-language pathologists (working closely with teachers and other personnel) are uniquely suited to assisting children with speech and language disorders in learning to read. According to ASHA, speech-language pathologists “must ensure that students with special needs receive intervention that builds on and encourages the reciprocal relationships between spoken and written language.” The key components of evidence-based reading instruction will be briefly reviewed. Reading instruction strategies that can be incorporated into speech and language therapy will be discussed and demonstrated for each reading stage. References to learn more will be provided. ideas of ways that caregivers can support literacy development at home will also be discussed.
Presentation Format & Methods: PowerPoint, videos, interactive lecture.
Supporting Research: Reference 1: American Speech-Language-Hearing Association. Written Language Disorders. Practice Portal. http://www.asha.org/Practice-Portal/Clinical-Topics/Written-Language-Disorders/
Supporting Research: Reference 2: Blischak, D. (1994). Phonologic awareness: Implications for individuals with little or no functional speech. Augmentative and Alternative Communication, 10, 245–254.
Supporting Research: Reference 3: Bourassa, D. C., & Treiman, R. (2001). Spelling development and disabilities: The importance of linguistic factors. Language, Speech, and Hearing Services in Schools, 32, 172–181.
Supporting Research: Reference 4: Light, J. & McNaughton, D. Literacy Instruction for Children with Autism, Cerebral Palsy, Down Syndrome and Other Disabilities. https://aacliteracy.psu.edu/
Supporting Research: Reference 5: Pennington, B. F., & Bishop, D. V. (2009). Relations among speech, language, and reading disorders. Annual Review of Psychology, 60, 283–306.
Learning Objectives:
1. List two to four key components of structured literacy.
2. Identify three phonological awareness skills.
3. Name two strategies for supporting phonics skills in therapy.
4. Demonstrate two adaptations for reading skills for children with complex communication needs.
5. Name two resources for learning more about literacy instruction.