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

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract 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.

A Survey of Reading Teachers: Collaboration With Speech-Language Pathologists

2020 ◽  
Vol 5 (1) ◽  
pp. 304-313
Author(s):  
Maggie Watson ◽  
Casey O'Keefe ◽  
Abigail Wallace ◽  
Pamela Terrell
Keyword(s):  
Literacy Instruction ◽  
Administrative Support ◽  
School Personnel ◽  
The United States ◽  
Evidence Base ◽  
Language Instruction ◽  
Written Language ◽  
Language Intervention ◽  
Reading Teachers ◽  
Speech Language Pathologists

Purpose This study investigated reading teachers' (RTs) views of speech-language pathologists' (SLPs) abilities to provide services for clients who have written language disorders. Previous research has shown SLPs often do not provide such services due to time constraints, lack of training, and their perception that other school personnel are more qualified. However, little is known about RTs' views of SLPs' abilities to provide reading/writing intervention. Method Three hundred twenty-three RTs responded to a survey designed to determine their perceptions and experiences of SLPs providing services to children with written language difficulties. Respondents were from all regions of the United States. Results Approximately 80% of the respondents supported the idea of SLPs providing written language intervention services, with 69% recognizing that there was an evidence base for such intervention. However, many RTs registered some disagreement that SLPs had sufficient training to provide written language instruction and may lack knowledge of the curriculum. These results also identified factors that SLPs wishing to be involved in literacy instruction may need to address including administrative support, involvement in school-wide literacy learning decisions, and participation in professional development opportunities on literacy instruction. Conclusion These results indicated that RTs may be supportive of SLPs addressing the written language needs of the students they serve. Although written language intervention is within SLPs' scope of practice, SLPs currently practicing in school settings may need to advocate for themselves to actively be involved in written language instruction.

Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand?

2015 ◽  
Vol 24 (4) ◽  
pp. 750-762 ◽  
Author(s):  
Lillian N. Stiegler
Keyword(s):  
Autism Spectrum Disorders ◽  
Behavioral Intervention ◽  
Autism Spectrum ◽  
Review Article ◽  
Language Intervention ◽  
Common Element ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Significant Disagreement ◽  
Spectrum Disorders

Purpose Echolalia is a common element in the communication of individuals with autism spectrum disorders. Recent contributions to the literature reflect significant disagreement regarding how echolalia should be defined, understood, and managed. The purpose of this review article is to give speech-language pathologists and others a comprehensive view of the available perspectives on echolalia. Method Published literature from the disciplines of behavioral intervention, linguistics, and speech-language intervention is discussed. Special areas of focus include operational definitions, rationales associated with various approaches, specific procedures used to treat or study echolalic behavior, and reported conclusions. Conclusions Dissimilarities in the definition and understanding of echolalia have led to vastly different approaches to management. Evidence-based practice protocols are available to guide speech-language interventionists in their work with individuals with autism spectrum disorders.

The Establishment of a Dominant Interpretive Framework in Language Intervention

1997 ◽  
Vol 28 (3) ◽  
pp. 288-296 ◽  
Author(s):  
Jack S. Damico ◽  
Sandra K. Damico
Keyword(s):  
School Culture ◽  
Data Collection ◽  
Language Intervention ◽  
Speech Language Pathologists ◽  
Therapeutic Discourse ◽  
Therapeutic Encounter ◽  
Collection Strategies ◽  
Patterns Of Interaction ◽  
Interpretive Framework ◽  
The Way

One aspect of therapeutic discourse that has not been fully investigated in language intervention is the way that interactional dominance is established and maintained within the therapeutic encounter. Using various data collection strategies, therapeutic discourse from 10 language intervention sessions was collected and analyzed. By employing an analytic device known as the "dominant interpretive framework," the interactional styles and strategies of two speech-language pathologists were investigated. Data revealed several systematic patterns of interaction that constrained the ranges of interaction between the clinician and the client. Several implications regarding client empowerment, mediation, and assimilation into the school culture are discussed.

How to manage language problems

2021 ◽  
pp. 75-84
Author(s):  
Andrew E. Budson ◽  
Maureen K. O’Connor
Keyword(s):  
Nonverbal Communication ◽  
Hearing Aids ◽  
Speech Therapy ◽  
Body Language ◽  
Loved One ◽  
Reading And Writing ◽  
Mild Dementia ◽  
Communication Problems ◽  
Language Problems ◽  
Tone Of Voice

Although language may become impaired by dementia, communication with your loved one is still possible. Speak clearly and slowly in a quiet environment. Help them obtain hearing aids, if needed. Reading and writing may be beneficial for those who have hearing or speech problems and mild dementia. Speech therapy may also benefit those with mild dementia and trouble talking. Pictures can often compensate for a variety of comprehension and communication problems. Gestures, body language, facial expression, tone of voice, and other nonlinguistic and nonverbal communication can be useful, both in person and over a video phone. Lastly, remember that emotional communication is often preserved in dementia.

How to manage language problems

2021 ◽  
pp. 75-84
Author(s):  
Andrew E. Budson ◽  
Maureen K. O’Connor
Keyword(s):  
Nonverbal Communication ◽  
Hearing Aids ◽  
Speech Therapy ◽  
Body Language ◽  
Loved One ◽  
Reading And Writing ◽  
Mild Dementia ◽  
Communication Problems ◽  
Language Problems ◽  
Tone Of Voice

Although language may become impaired by dementia, communication with your loved one is still possible. Speak clearly and slowly in a quiet environment. Help them obtain hearing aids, if needed. Reading and writing may be beneficial for those who have hearing or speech problems and mild dementia. Speech therapy may also benefit those with mild dementia and trouble talking. Pictures can often compensate for a variety of comprehension and communication problems. Gestures, body language, facial expression, tone of voice, and other nonlinguistic and nonverbal communication can be useful, both in person and over a video phone. Lastly, remember that emotional communication is often preserved in dementia.

The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment

2000 ◽  
Vol 31 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Speech Production ◽  
Language Impairment ◽  
Language Skills ◽  
Reading Development ◽  
Control Program ◽  
Spoken Language ◽  
Language Intervention ◽  
Typically Developing ◽  
Speech And Language

Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonological awareness program, (b) a more traditional speech-language intervention control program that focused on improving articulation and language skills, or (c) a minimal intervention control program over a 4 1/2-month time period.Results:Effects of the interventions on phonological awareness ability, reading performance, and speech production were examined. The children who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than the children receiving the other types of speech and language intervention. Despite significant delays in phonological awareness prior to training, children who received the phonological awareness intervention reached levels of performance similar to children with typically developing speech and language skills at post-test assessment. The phonological awareness intervention also improved the children's speech articulation.Clinical Implications:The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonological awareness, speech production, and reading development of children with SLI. Findings are discussed with reference to a speech-literacy link model.

Symbol Vocabulary and the Focus of Conversations

1992 ◽  
Vol 35 (6) ◽  
pp. 1333-1343 ◽  
Author(s):  
Lauren B. Adamson ◽  
Mary Ann Romski ◽  
Kim Deffebach ◽  
Rose A. Sevcik
Keyword(s):  
Mental Retardation ◽  
Language Use ◽  
Language Disability ◽  
Spoken Language ◽  
Language Intervention ◽  
Intervention Programs ◽  
Severe Mental Retardation ◽  
Early Language ◽  
Speech Output ◽  
Communication Devices

Communication devices designed to augment the language development of individuals with severe cognitive disabilities and little or no functional speech typically contain primarily nouns because they seem easiest to acquire and evaluate. In this study, the effect of a more diverse vocabulary was assessed. Systematic observations of the use of computerized speech-output devices by 12 youth with moderate or severe mental retardation and severe spoken language disability and by their partners were made over a 2-year period. Social-regulative symbols (e.g., "please," "I’m finished") were used as soon as they were introduced, and their availability expanded the focus of conversations both at home and at school. Implications for conceptualizing variation in early language use and for the design of language intervention programs are discussed.

Facilitating Peer Interaction

1998 ◽  
Vol 7 (4) ◽  
pp. 25-36 ◽  
Author(s):  
Pamela A. Hadley ◽  
C. Melanie Schuele
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Intervention ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Case Examples ◽  
Language Objectives ◽  
Socially Relevant ◽  
Social Communicative ◽  
Societal Expectations

Research over the past decade has provided the rationale to target the peer-related social-communicative competence of children with specific language impairment (SLI). Yet our clinical experiences suggest that verbal interaction skills with peers rarely are emphasized in speech/language intervention with these children. We argue that it is particularly important for speech-language pathologists to target socially relevant language objectives with children with SLI because these children eventually must live up to standard societal expectations in social, educational, and vocational settings. In this paper, we identify several barriers that may prevent speech-language pathologists from addressing socially relevant language intervention objectives. Several case examples are provided to illustrate ways in which practitioners can address these types of objectives.

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