From Research to Reality: Use of literacy-based targets in Speech-Language Therapy and Special Education Classrooms

Children with language impairment (LI) are at substantial risk for short and long term delays in reading development. This fact is neither surprising nor new information, as language and literacy skills have been shown to be highly correlated. Empirical evidence suggests that literacy interventions are effective in boosting the reading outcomes of children with LI; however, research into business-as-usual practices in the public schools suggests that children with LI receive very little time devoted to literacy-based instruction, including speech-therapy and special education classrooms. This article discusses the connection between oral language and literacy for children with LI, federal mandates that guide intervention, and current research regarding provision of literacy intervention for children with LI.

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Auditory processing and speech perception in children with specific language impairment: Relations with oral language and literacy skills

Research in Developmental Disabilities ◽

10.1016/j.ridd.2011.11.005 ◽

2012 ◽

Vol 33 (2) ◽

pp. 635-644 ◽

Cited By ~ 26

Author(s):

Ellen Vandewalle ◽

Bart Boets ◽

Pol Ghesquière ◽

Inge Zink

Keyword(s):

Speech Perception ◽

Language Impairment ◽

Oral Language ◽

Specific Language Impairment ◽

Auditory Processing ◽

Literacy Skills ◽

Language And Literacy ◽

Specific Language

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Navigating professional roles in early literacy intervention: exploring the experiences of speech language therapy students, teachers and clinical tutors

South African Journal of Childhood Education ◽

10.4102/sajce.v5i3.339 ◽

2016 ◽

Vol 5 (3) ◽

Author(s):

Helena Oosthuizen ◽

Daleen Klop ◽

Monique Visser

Keyword(s):

Early Literacy ◽

Literacy Intervention ◽

Language And Literacy ◽

Language Therapy ◽

Early Literacy Intervention ◽

Role Players ◽

Student Training ◽

Transdisciplinary Collaboration ◽

Models Of Service Delivery ◽

Insight Into

Speech-language therapists (SLTs) in South Africa are increasingly considering alternative models of service delivery to children at risk for language and literacy development delays. A transprofessional model of collaboration allows SLTs and teachers to share responsibility for primary prevention of literacy difficulties. Previous research has identified several challenges with regard to effective collaboration between qualified professionals, indicating that specific opportunities need to be created for professionals to ‘cross over disciplinary lines’ to gain more insight into a profession other than their own. Student training presents a valuable opportunity for role-exchange between pre-professional SLTs and teachers. The article describes the experiences of teachers, undergraduate SLT students and tutors with regard to transdisciplinary collaboration in the foundation-phase classroom, according to the ‘embedded-explicit’ model. The authors argue that a more in-depth understanding of the different role-players’ perceptions of transdisciplinary collaboration will contribute to enhanced collaboration between SLTs and teachers.

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Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education

Journal of Learning Disabilities ◽

10.1177/0022219413510179 ◽

2013 ◽

Vol 48 (5) ◽

pp. 482-494 ◽

Cited By ~ 14

Author(s):

Laura Justice ◽

Jessica Logan ◽

Joan Kaderavek ◽

Mary Beth Schmitt ◽

Virginia Tompkins ◽

...

Keyword(s):

Special Education ◽

Early Childhood ◽

Early Literacy ◽

Language Impairment ◽

Early Childhood Special Education ◽

Literacy Skills ◽

Early Literacy Skills

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Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

Topics in Early Childhood Special Education ◽

10.1177/0271121416642454 ◽

2016 ◽

Vol 36 (4) ◽

pp. 205-217 ◽

Cited By ~ 3

Author(s):

Ruth A. Kaminski ◽

Kelly A. Powell-Smith

Keyword(s):

Early Literacy ◽

Phonemic Awareness ◽

Single Case ◽

Literacy Skills ◽

Literacy Intervention ◽

Early Literacy Skills ◽

Literacy Interventions ◽

Early Literacy Intervention ◽

Short And Long Term ◽

Tier 3

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early, there is a paucity of research on Tier 3 early literacy interventions in preschool. A single-case multiple baseline across subjects design was used to examine the effects of a Tier 3 phonemic awareness intervention with preschool children who were identified as needing Tier 3 support in early literacy skills. The intervention was conducted individually with children, 5 to 10 min a day over an 8-week period. The results show gains in phonemic awareness for all children; however, the intervention was clearly more effective for some students than others. Factors that may have affected children’s learning are discussed.

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Language-Impaired Preschoolers

Journal of Speech Language and Hearing Research ◽

10.1044/jslhr.4102.407 ◽

1998 ◽

Vol 41 (2) ◽

pp. 407-418 ◽

Cited By ~ 478

Author(s):

Susan E. Stothard ◽

Margaret J. Snowling ◽

D. V. M. Bishop ◽

Barry B. Chipchase ◽

Carole A. Kaplan

Keyword(s):

Language Impairment ◽

Phonological Processing ◽

Peer Group ◽

Delay Group ◽

Literacy Skills ◽

Literacy Skill ◽

Language And Literacy ◽

Language Impaired ◽

Language Problems ◽

History Of

This paper reports a longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987). These children had been subdivided at 4 years into those with nonverbal IQ 2 SD below the mean (General Delay group), and those with normal nonverbal intelligence (SLI group). At age 5;6 the SLI group was subdivided into those whose language problems had resolved, and those with persistent SLI. The General Delay group was also followed up. At age 15–16 years, these children were compared with age-matched normal-language controls on a battery of tests of spoken language and literacy skills. Children whose language problems had resolved did not differ from controls on tests of vocabulary and language comprehension skills. However, they performed significantly less well on tests of phonological processing and literacy skill. Children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay. These children fell further and further behind their peer group in vocabulary growth over time.

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Improving Oral Language and Literacy Skills in Preschool Children from Disadvantaged Backgrounds: Remembering, Writing, Reading (RWR)

Imagination Cognition and Personality ◽

10.2190/ic.29.4.f ◽

2010 ◽

Vol 29 (4) ◽

pp. 363-390 ◽

Cited By ~ 3

Author(s):

Allyssa McCabe ◽

Judith Boccia ◽

Mary Beth Bennett ◽

Natallia Lyman ◽

Ryan Hagen

Keyword(s):

Preschool Children ◽

Oral Language ◽

Literacy Skills ◽

Language And Literacy

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Performance in the accuracy task in children with Childhood Apraxia of Speech after an integrated intervention of literacy and motor skills

CoDAS ◽

10.1590/2317-1782/20212021126 ◽

2022 ◽

Vol 34 (2) ◽

Author(s):

Karina Carlesso Pagliarin ◽

Marileda Barichello Gubiani ◽

Rafaela Rossini Rosa ◽

Márcia Keske-Soares

Keyword(s):

Motor Skills ◽

Oral Language ◽

Direct Relationship ◽

Literacy Skills ◽

Literacy Intervention ◽

Apraxia Of Speech ◽

Childhood Apraxia Of Speech ◽

Communication Problems ◽

Before And After ◽

Therapy Sessions

ABSTRACT Difficult in literacy skills are often seen in children with Childhood Apraxia of Speech (CAS). This occurs because oral language has direct relationship with reading and writing learning. The purpose of this study was to evaluate the performance in the accuracy task of an integrated phonoarticulatory awareness, motor skills and literacy intervention of three children with CAS. Three boys between 5;3 and 5;8 years of age, with CAS, were offered 2 hours per week of therapy sessions based on literacy and motor skills. The children were assessed before and after therapy and at a maintenance assessment 1 month after the treatment ceased. The children improved on the accuracy task considering their deficits level. Improvement was maintained at the maintenance assessment. Therapy based on literacy considering phonoarticulatory awareness and motor skills can help children with CAS, but the severity of the children’s communication problems must be taken into consideration.

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Connecting With Culture Through Middle School Environmental Curriculum

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds15.1.12 ◽

2008 ◽

Vol 15 (1) ◽

pp. 12-18 ◽

Cited By ~ 1

Author(s):

Ella Inglebret ◽

D. Michael Pavel ◽

Tamara Lehr

Keyword(s):

Middle School ◽

Pacific Northwest ◽

Environmental Science ◽

Cultural Beliefs ◽

Literacy Skills ◽

Literacy Intervention ◽

Language And Literacy ◽

School Students ◽

Ongoing Research ◽

The Pacific

Abstract Purpose: This article presents an approach for incorporating indigenous culture into language and literacy intervention for middle school students. The approach is centered on the use of environmental education curriculum. Method: Seven over-arching standards for effective pedagogy in facilitating the learning of indigenous students are discussed. These standards are based on 25 years of ongoing research at the Center for Research on Education, Diversity & Excellence (CREDE). Application of the standards is illustrated through use of the Shadow of the Salmon curriculum being developed by the Northwest Indian Fisheries Commission and Salmon Defense. This curriculum is grounded in the cultural beliefs, values, and traditions of indigenous peoples of the Pacific Northwest. Conclusion: Speech-language pathologists can draw from resources available through other disciplines, such as environmental science, to generate culturally responsive pedagogy and materials that promote language and literacy skills for students of indigenous background.

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The Preassessment Process for English Learners With Potential Language Impairment

10.4018/978-1-6684-3670-7.ch019 ◽

2022 ◽

pp. 321-338

Author(s):

Celeste Roseberry-McKibbin

Keyword(s):

Special Education ◽

Public Schools ◽

Language Impairment ◽

English Learners ◽

First Grade ◽

Immigrant Family ◽

Education Evaluation ◽

The Public ◽

True Story ◽

Speech Language Pathologist

This chapter presents the case of Tanveer, a first-grade boy from an Urdu-speaking immigrant family from Pakistan. He is in the public schools and has been struggling academically since kindergarten. This chapter discusses the preassessment process and interventions that took place before Tanveer underwent a full special education evaluation, including testing by a speech-language pathologist for the possible presence of an underlying language impairment. (Note: this author personally worked with this child, and this is a true story with some details changed for confidentiality.) This chapter shows how even before formal special education testing commenced, conducting an extensive preassessment process helped to greatly increase the accuracy of the formal evaluation, eventual diagnosis, and intervention provided for Tanveer.

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