Research on Reading: What SLPs Want (or Need) to Know As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are ... Article
Article  |   June 01, 2009
Research on Reading: What SLPs Want (or Need) to Know
Author Affiliations & Notes
  • Judy Montgomery
    Chapman University, Orange, CA
Article Information
Development / School-Based Settings / Normal Language Processing / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Articles
Article   |   June 01, 2009
Research on Reading: What SLPs Want (or Need) to Know
SIG 16 Perspectives on School-Based Issues, June 2009, Vol. 10, 65-68. doi:10.1044/sbi10.2.65
SIG 16 Perspectives on School-Based Issues, June 2009, Vol. 10, 65-68. doi:10.1044/sbi10.2.65
Abstract

As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

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