SLPs are in a unique position to promote and intervene with pre- and early literacy skills as they relate to oral language and speech development. In 2000 the National Reading Panel listed five areas that are crucial to reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Proficiency in each area develops from knowledge of the English sound system and skills in the areas of word retrieval, rapid naming, verbal and spoken fluency, oral vocabulary, and listening comprehension. SLPs can make the link between oral communication and literacy explicit for students.
By sharing our expertise with teachers, administrators, and parents via in-services, collaborative planning and problem-solving, and/or intervention, SLPs increase their value within the school setting. First, our work becomes more transparent because we can demonstrate how oral language and speech skills link to outcomes in reading, academics, and overall classroom success. Stakeholders become well-versed in our expertise and understand how our goals relate to academic outcomes. Second, our work provides an avenue for SLPs to become an indispensable member of a collaborative team that can be accountable for student success. Confusion about the SLP's role in school outcomes decreases while value within a building increases. This value can lead to administrative commitments to protect SLP time and caseload size. Reading tops the list of what students are required to do well in the classroom. Our knowledge of articulation, voice, fluency, and oral language characteristics can make the difference in reading outcomes for students.
Diane Katakowski
Clarkston, MI
diane.katakowski@oakland.k12.mi.us