The Role of Speech-Language Pathologists in Literacy Learning It is a little frustrating to think that, after decades of amazing research and clinical practice, we are still trying to figure out the role of speech-language pathologists in literacy learning. Whereas some of the ambivalence about our role in literacy is self-imposed, some of the role confusion comes ... Article
Article  |   May 01, 1998
The Role of Speech-Language Pathologists in Literacy Learning
Author Affiliations & Notes
  • Geraldine P. Wallach
    Emerson College—Los Angeles Center, Burbank, CA
Article Information
West Coast Summit
Article   |   May 01, 1998
The Role of Speech-Language Pathologists in Literacy Learning
SIG 1 Perspectives on Language Learning and Education, May 1998, Vol. 5, 20-21. doi:10.1044/lle5.1.20
SIG 1 Perspectives on Language Learning and Education, May 1998, Vol. 5, 20-21. doi:10.1044/lle5.1.20
It is a little frustrating to think that, after decades of amazing research and clinical practice, we are still trying to figure out the role of speech-language pathologists in literacy learning. Whereas some of the ambivalence about our role in literacy is self-imposed, some of the role confusion comes from the constraints placed upon us in the “real world” of schools and clinics. Thus, the “problem” of what speech-language pathologists could and should do in literacy learning is partially within the child, so to speak, and partially within the contexts in which we work professionally. To answer the question, simply, is to say that the role speech-language pathologists should play in literacy learning is broad, collaborative, and dynamic. Decades of research exploring the complex relationships between spoken and written language acquisition, oracy and literacy, and linguistic and metalinguistic development underpin the core of why speech-language pathologists have an important role to play in literacy learning (see, for example, Kamhi & Catts, 1989; Wallach & Butler, 1994, among others).
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