Reading and Reading Impairments. (original) (raw)
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Speech Language Pathologists and the Remediation of Reading Disabilities
2003
Introduction r\ -fy'uring the ldst 15 to 20 yedrs, resen(hers i$ lhe a,pa or communication disordeis have evinced an increasins interest in s p,\ ific 'edd ing ,J is.rbiji tiesder elop men tal dy Jeria. C.linicaj insights and rcceDt developments i.r psycholhguistics have emphasised rhe iinguistic .ather than the visual processing aspe€ts of reading. ,Lis-fenin& speaking, reading and wdting arc interrelated funcriois of lh"\dmecomn uni dtion >ysrem \^e caU tanguaSF. Dyste\ia dppear> on a founddtion of del.ry in lhe dpvelopmenr of lhe enrire s)<tem devoted to languagd (Richafiso ,'1992,p.92).
The Linguistic Basis of Reading Disorders: Implications for the Speech-Language Pathologist
Language Speech and Hearing Services in Schools
Recent theory and clinical insight have emphasized the linguistic aspects of reading and reading disorders. As a result, some speech-language pathologists are playing a more integral role in the identification, assessment, and remediation of reading disorders. This paper discusses the linguistic basis of reading and reading problems, and provides some guidance to speech-language pathologists on how they can use their knowledge of language to deal more effectively with developmental reading disorders.
Dyslexia and the Speech Pathologist
Dyslexia, 2021
Dyslexia is a complex condition. Timely identification of this disorder is imperative to its optimal management. Students benefit most when the skill sets of specialists trained to recognize markers and characteristics of dyslexia are effectively utilized. This chapter provides a real-life case study describing the process by which a student with a language literacy disorder such as dyslexia was assessed by a speech-language pathologist (SLP). Supporting literature is embedded throughout the case study to enhance learning and support the decisions made by the SLP. The role that the SLP can take in working with students with language literacy disorders such as dyslexia is also discussed. Therefore, the aims of this chapter are threefold: to (a) provide guidance for SLPs who may work with students with language literacy disorders such as dyslexia; (b) educate parents of children, with language literacy disorders such as dyslexia, about SLPs; and (c) support teachers and educational pr...
Language, Speech, and Hearing Services in Schools, 2002
The American Speech-Language-Hearing Association (2001) recently asserted that speech-language pathologists can and should play an important role in promoting literacy for young children with communicative impairments. Early literacy screening provides a valuable tool for speech-language pathologists to use for the timely detection of difficulties in literacy achievement. In addition, results of early literacy screening can be used to guide intervention and instruction. This article provides a rationale for incorporating early literacy screening into service delivery. It also makes recommendations for determining which children and what areas of literacy should be targeted in screening activities. Suggestions for interpreting findings are also provided, as are strategies for using screening to guide early literacy intervention.
The Role of the Speech-Language Pathologist in Improving Decoding Skills
Seminars in Speech and Language, 2001
In this article, we consider the processes and knowledge involved in decoding and present some instructional guidelines and suggestions for teaching students the skills necessary for proficient and fluent word reading. The roles and responsibilities of speech-language pathologists (SLPs) are also considered. It may have been enough several years ago for SLPs to focus solely on early literacy skills and phonological awareness. This is not the case today. SLPs not only need to collaborate with teachers to develop a comprehensive approach to literacy, but also should be providing direct, explicit instruction of decoding skills for students with language and learning disabilities.
Learning Disabilities Research and Practice, 2006
Researchers and practitioners in the fields of reading and language are well informed about the importance of phonological awareness in beginning reading. The purpose of this special issue of Learning Disabilities Research & Practice is to present recent research that extends the search for language and reading connections beyond the realm of phonological awareness. Many children with language impairment (LI) identified before formal schooling experience persistent difficulty in learning to read. Two interrelated issues are prerequisite for understanding the developmental course of events that might link language and reading (dis)ability in these children. One is an appreciation of exactly what is meant by LI, while the second concerns how LI should be explained. In this introductory article, we explore the complexities of these two issues, in particular the controversy between the domain-specific perspective and the domain-general perspective on the nature of specific LI (SLI). Consistent with these perspectives, future studies on possible language-reading links will need to measure language and related processes in greater breadth and depth, over time, and within a variety of experiential contexts. The five articles in this issue represent a critical first step in this direction.
Reading and Writing, 1994
Although it is well established that a relationship exists between specific reading disability and spoken language difficulties, the nature of that relationship remains controversial. In the study reported here, the performance of poor readers was firstly compared with that of matched good readers on a series of spoken and written language tasks on three assessment trials 12 months apart, and secondly to that of younger average readers. Five experimental tasks were used to measure the readers' phonological processing skills, and three subtests from the CELF-R were selected to measure the students' syntactic and semantic skills. Reading accuracy and comprehension ability were assessed by the Neale Analysis of Reading Ability-Revised. The results showed that 8-10-year-old poor readers performed poorly in all three linguistic areas concurrently, and that these difficulties persisted. However, the important finding from this study was that while the good readers demonstrated no significant difference between their phonological processing skills and their semantic/syntactic skills, the poor readers' ability did differ according to skill area. The poor readers' phonological processing skills appeared to be particularly impaired, a finding which was further enhanced by results from the reading-match comparison. The results are discussed in terms of current theories of reading disability.