Article  |   June 2009
The Speech-Language Pathologist and Reading: Opportunities to Extend Services for the Children We Serve
Author Affiliations
  • Michaela J. Ritter
    Department of Communication Sciences and Disorders, Baylor University, Waco, TX
Development / Speech, Voice & Prosodic Disorders / School-Based Settings / Professional Issues & Training / Normal Language Processing / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions
Article   |   June 2009
The Speech-Language Pathologist and Reading: Opportunities to Extend Services for the Children We Serve
SIG 16 Perspectives on School-Based Issues June 2009, Vol.10, 38-44. doi:10.1044/sbi10.2.38
SIG 16 Perspectives on School-Based Issues June 2009, Vol.10, 38-44. doi:10.1044/sbi10.2.38
Abstract:

Abstract  In recent years, major changes have occurred in the field of speech-language pathology and education. In the past 2 decades researchers, educators, and speech-language pathologists (SLPs) have increased their focus on the identification, assessment, and treatment of reading disabilities in children (Catts, 1991; Catts, Fey, Zhang, & Tomblin, 2001; Justice & Ezell, 2004; Kaderavek & Justice, 2004). The primary goal of this article is to discuss a variety of ways that the speech-language pathologist can be both directly and indirectly involved in working with children who present with language and reading impairments. For example, Baylor University’s Department of Communication Sciences and Disorders has had the opportunity to be involved in the prevention, identification, and treatment of reading disabilities in children both in a direct and indirect way.

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