How speech-language pathologists can play a role in the development of word reading

What is it about?

Written and spoken language abilities are closely connected, and some children who see a speech-language pathologist (SLP) for spoken language difficulties also have difficulties reading words. In order to help SLPs serve these children, and to empower them to play a role in word reading development more generally, we review the research on effective early word reading instruction and assessment. We discuss the importance of phonics instruction, approaches to instruction of "irregular words" (words with one or more unpredictable spelling-sound correspondence), and the role of morphology instruction. We outline the types of assessments that are appropriate at different school grades and levels of need, and provide a case study as an example of the process of assessment. We conclude that SLPs can play an important role in the development of word reading by collaborating with educators and other professionals to design assessment protocols, and by assessing word reading skills as part of routine language assessments. SLPs can integrate written language into therapy activities, and can be involved in delivering intervention to children with both reading and language needs.

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Photo by Andrew Ebrahim on Unsplash

Photo by Andrew Ebrahim on Unsplash

Why is it important?

SLPs have skills and knowledge that make them valuable members of a team working together to identify word reading difficulties and improve word reading skills. In this paper, we aim to enable SLPs to build their knowledge of the latest research on word reading, and take advantage of the connections between written and spoken language to achieve the best outcomes for their clients.