Embedding Evidence-Based Practices to Address Literacy in School-Based Speech–Language Therapy

Abstract

Children with language impairment (LI) are at an elevated risk for reading difficulties, particularly if their language difficulties are present at the time of formal schooling entry. Learning to read is heavily dependent on linguistic knowledge, specifically phonological knowledge for word decoding and language comprehension for reading comprehension. Thus, speech–language pathologists (SLPs) are well suited to address both the language and literacy difficulties that children with LI may encounter. However, evidence suggests that children's literacy skills are rarely targets of intervention even in school-based settings. This article reviews evidence for why literacy should be addressed within the context of therapy, the positive effects that literacy interventions confer, and an examination of current practices regarding treating reading as a therapy target. The article concludes with suggestions for perspectives and approaches that may address the challenges and barriers faced by school-based SLPs, who should embed evidence-based literacy interventions for children with LI in their therapeutic activities.