Roles and Responsibilities of Speech-Language Pathologists With
Respect to Reading and Writing in Children and Adolescents
American
Speech-Language-Hearing Association
Ad Hoc Committee on Reading and Written Language Disorders
This position statement was drafted by
an ad hoc
committee formed by the American
Speech-Language-Hearing
Association (ASHA). Members
of the Ad Hoc Committee on
Reading and Written Language
Disorders were Nickola
Wolf Nelson (chair),
Hugh
Catts,
Barbara J. Ehren, Froma
P. Roth, Cheryl M. Scott, and Maureen Staskowski. Vice
Presidents for Professional Practices in Speech-Language
Pathology Nancy Creaghead (1997-1999) and Alex
Johnson (2000-2002) provided
guidance and support.
Roseanne P. Clausen provided ex officio assistance
from the
National Office; Diane Paul-Brown and Susan Karr served
as consultants to the committee.
Position Statement
It is the position of the
American
Speech-Language-Hearing
Association (ASHA) that speech-language pathologists (SLPs) play a
critical and direct role in the
development of
literacy for children and adolescents with communication disorders, including
those with severe or multiple disabilities. SLPs also make a
contribution to the
literacy efforts of
a school district or community on behalf of
other children
and adolescents. These roles are implemented in collaboration with
others who have expertise in the development of written
language and vary with settings and experience of those involved.
The connections between spoken and written
language are
well established in that (a) spoken language
provides the
foundation for the development
of reading and
writing; (b) spoken and
written language have a reciprocal relationship, such that each builds
on the other to result in general language and
literacy competence, starting early and continuing through childhood into
adulthood; (c) children with spoken language problems frequently
have difficulty learning to read and write,
and children with reading and writing problems frequently have
difficulty with spoken language and (d) instruction
in spoken
language can result in growth in written language, and instruction in
written language can result in growth in spoken language.
As
with difficulty
in learning to listen
and speak, difficulty in learning to
read and write can involve any of the
components of language—phonology, morphology, syntax,
semantics, and pragmatics. Problems can
occur in
the production, comprehension, arid awareness of language at the sound,
syllable, word, sentence, and discourse
levels. Individuals with reading and
writing problems also
may experience difficulties
in using language
strategically to communicate, think, and
learn. These
fundamental connections
necessitate that
intervention for language disorders target written as well as spoken
language needs.
SLPs’ knowledge of normal and disordered language acquisition, and their clinical experience in developing individualized programs for children and adolescents, prepare them to assume a variety of roles related to the development of reading and writing. Appropriate roles and responsibilities for SLPs include, but are not limited to (a) preventing written language problems by fostering language acquisition and emergent literacy; (b) identifying children at risk for reading and writing problems; (c) assessing reading and writing; (d) providing intervention and documenting outcomes for reading and writing; and (e) assuming other roles, such as providing assistance to general education teachers, parents, and students; advocating for effective literacy practices; and advancing the knowledge base. These roles are dynamic in relation to the evolving knowledge base and have implications for research and professional education.
