Contributing Our Voice: Speech-Language Pathologists as Members of the Literacy Team We begin our discussion about the contributions of speech-language pathologists to the literacy team with a child whose profile of skills and needs is typical of those we often observe on an speech-language pathologist’s caseload. Kevin is a first grader who was referred for a speech and language assessment after ... Article
Article  |   October 01, 2004
Contributing Our Voice: Speech-Language Pathologists as Members of the Literacy Team
Author Affiliations & Notes
  • Donna M. Boudreau
    Speech and Hearing Sciences Program, Portland State University, Portland, OR
  • Jennifer Larsen
    Language and Literacy Program, Hearing and Speech Institute, Portland, OR
Article Information
Development / School-Based Settings / Normal Language Processing / Language Disorders / Speech, Voice & Prosody / Articles
Article   |   October 01, 2004
Contributing Our Voice: Speech-Language Pathologists as Members of the Literacy Team
SIG 1 Perspectives on Language Learning and Education, October 2004, Vol. 11, 8-13. doi:10.1044/lle11.3.8
SIG 1 Perspectives on Language Learning and Education, October 2004, Vol. 11, 8-13. doi:10.1044/lle11.3.8
We begin our discussion about the contributions of speech-language pathologists to the literacy team with a child whose profile of skills and needs is typical of those we often observe on an speech-language pathologist’s caseload. Kevin is a first grader who was referred for a speech and language assessment after his teacher noticed that he often used incorrect syntax, seemed to have difficulty following instructions in class, and did not participate in classroom discussions without substantial prompting. The teacher also reported that Kevin was not meeting first grade literacy benchmarks, such as phoneme segmentation and blending, consistent letter-sound knowledge, decoding some simple, unfamiliar words. Assessment revealed standard scores well below the normal range for receptive and expressive language and phonological processing. Aside from confirming the presence of a language disorder, these scores alerted the speech-language pathologist that Kevin was also likely to have difficulty with literacy learning.
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