I enthusiastically support previous letters concerning SLPs and reading instruction. SLPs possess professional expertise in phonetics and oral language, the foundation for reading readiness and literacy. That is exactly our scope of practice, in addition to voice and fluency. Even if trained, I do not know SLPs who can teach reading and devote sufficient time to their students with oral communication problems. We are the only professionals qualified to instruct children with fluency, voice, articulation, and receptive and expressive language disorders and delays.
When we choose to practice outside our area of expertise, we dilute our effectiveness and confuse teachers and administrators. Teachers could question our job viability if we have time to treat severe articulation and language cases and teach subjects in a regular classroom. If SLPs seem to have extra time outside their scope of practice, administrators may decide SLPs should be part-time employees. Schools could be added to SLPs' caseloads as a result of this perception. Our profession is compromised and our students' services are sacrificed by taking on jobs that are not ours.
If you are an SLP who teaches reading, consider seeing SLI children more than twice weekly. Go in classrooms and work with your students on skills adversely affected by their communication difficulties. Train teachers and parents. Become a mentor in the face of critical shortages in our profession. Let's work full-time in the areas for which we were trained and do it well!
Janet J. Iwankovitsch
Guntersville, AL
Janetiwankovitsch@gcboe.net