Reading and Writing

Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents

"Appropriate roles and responsibilities for SLPs
are dynamic in relation to the evolving knowledge
base and have implications for research, academic,
and clinical education. These roles include, but are
not limited to:
1. preventing written language problems by fostering language acquisition and emergent literacy
2. identifying children at risk for reading and writing problems
3. assessing reading and writing
4. providing intervention and documenting outcomes for reading and writing
5. assuming other roles, such as providing assistance to general education teachers, parents, and students; advocating for effective literacy practices; and advancing the knowledge base."


Source: ASHA Guidelines 2000/III - 355

In reading this article, and completing the corresponding CEU requirements, I find myself somewhat overwhelmed by the roles and responsibilities mentioned above. SLP's are not always adequately trained to compentently assess reading and writing skills, and yet assessment of these skills is included in our Roles and Responsibilities. I often find that in language-based therapy sessions, students' reading and writing skills are addressed simultaneously. As a school-based SLP, it will be my personal goal to seek further CEU's with regards to the assessment and treatment of reading and writing problems.

Beyond the Classroom

Recently, I spent 10 days in Florida with family for vacation. In preparation for my absence, each of my language-based therapy students received a "homework packet". The students were expected to complete the worksheets (each pertaining to their specific goals/objectives) before my return. I was pleasantly surprised to see that many of my students took this seriously, and completed their packets.
In addition, I utilized Skype to keep in contact with our DCD class. The students were learning about different animal species, and were specifically talking about "ugly" versus "cute" animals. I used this opportunity to Skype with the class and discuss the different animals I had encountered (especially in the Everglades).

In my previous job, working for various Charter schools, I was asked to conduct speech therapy services via Skype two days a week. The students' sessions varied from Articulation to Language-based therapy. This has been a common topic of discussion among SLP's recently, as more remote/rural area schools are in need of services but do not have an SLP on their full-time staff.
In my experience, if services must be provided via a web-based program such as Skype, it works best with students receiving language-based therapy. Trying to provide Articulation therapy services via webcam proved to be incredibly challenging.

For those of us who miss our students when on vacation, however, Skype is the perfect way to keep in touch, and teach a lesson or two in a fun and different way!