Phonological Awareness and the Role of Speech-Language Pathologists for Meeting Reading Goals My experiences in both educational settings as a speech-language pathologist and in higher education as an associate professor, led me to examine how educational professionals are trained in diverse, yet related disciplines. Let me explain. My caseloads in the public schools consistently had the same children who were either ... Article
Article  |   May 01, 1999
Phonological Awareness and the Role of Speech-Language Pathologists for Meeting Reading Goals
Author Affiliations & Notes
  • Linda K. Swank
    Wichita State University, Wichita, KS
Article Information
Phonological Awareness
Article   |   May 01, 1999
Phonological Awareness and the Role of Speech-Language Pathologists for Meeting Reading Goals
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 26-28. doi:10.1044/lle6.1.26
SIG 1 Perspectives on Language Learning and Education, May 1999, Vol. 6, 26-28. doi:10.1044/lle6.1.26
My experiences in both educational settings as a speech-language pathologist and in higher education as an associate professor, led me to examine how educational professionals are trained in diverse, yet related disciplines. Let me explain. My caseloads in the public schools consistently had the same children who were either on the reading specialist’s caseload, the learning disability specialist’s caseload, or some other support personnel’s caseload. These children often had trouble acquiring reading skills. At the university level, I now teach and research in the area of oral and written language disorders. The documented relationship between oral and written language is significant, reciprocal, and well established. An excellent resource on this information is Language and Reading Disabilities (Catts & Kamhi, 1999).
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