Incorporating Evidence-Based Literacy Instruction in Speech and Language Therapy

Research indicates that 50-75% of children with speech and/or language impairments will have difficulty with reading. As language specialists, speech-language pathologists (working closely with teachers and other personnel) are uniquely suited to assisting children with speech and language disorders in learning to read. According to ASHA, speech-language pathologists “must ensure that students with special needs receive intervention that builds on and encourages the reciprocal relationships between spoken and written language.” The key components of evidence-based reading instruction will be briefly reviewed. Reading instruction strategies that can be incorporated into speech and language therapy will be discussed and demonstrated for each reading stage. References to learn more will be provided.

Following this course, the participant will be able to:

1. List two to four key components of structured literacy.
2. Identify three phonological awareness skills.
3. Name two strategies for supporting phonics skills in therapy.
4. Demonstrate two adaptations for reading skills for children with complex communication needs.

Note: This course meets the requirement for Professional Development hours towards your ASHA renewal since it is approved by TSHA! You can count these hours towards ASHA renewal when you submit your Compliance Form.