A recent letter, "SLPs as Reading Specialists" (Jan. 22, 2008), made me pause. The writer was concerned that SLPs were stepping into the role of reading specialists. I found I was in disagreement with several points made, three of which I comment on below.
First, she commented that SLPs should not take on reading as part of their clinical services. She seemed to suggest that reading is a new area for SLPs. However, SLPs have been providing reading and writing intervention since the dawn of our profession, typically with adults with brain damage. Interestingly, a professional dichotomy existed until recently—speech-language pathology intervention for reading and writing was provided for adults but not children. However, as outlined in our scope of practice (ASHA, 2007) and other professional documents (e.g., ASHA, 2001), reading and writing are within the scope of practice for SLPs regardless of the client's age.
Secondly, the writer argued that SLPs have too little time to address children's multiple communication needs. It seems imperative, then, to prioritize students' goals so we can effect the most change in the time available, whether we facilitate spoken language, written language, or a combination of both.
Finally, she noted she had not been taught about reading in her pre-professional educational program. As members of a constantly developing profession, SLPs are challenged to update their education continuously and make clinical decisions based on new scientific and theoretical evidence. My hope is that we all continue to be open to—and understanding of—the increases in knowledge that inform our practices
Kenn Apel
Tallahassee, FL
kenn.apel@comm.fsu.edu