The Science of Reading for the Speech-Language Pathologist (SLP)
Wednesday April 22, 2020 9:00 AM - 3:30 PM
In 2018, 42,563 students in Pennsylvania public schools were identified as having a primary disability in speech/language. This is 14.3% of the special education population and 2.41% of public school enrollment. Approximately 36,928 of these students are inside the general education classroom 80% or more of the day. As school-based speech-language pathologists (SLPs), we are called to support students in their academic settings. This can be a daunting task in our daily work lives. Language and literacy abilities are key skills to success in academic tasks. Students with speech-language disabilities are at risk for poor literacy achievement. As specialists in language, we have unique skills to offer to our colleagues to improve student achievement in both speech/language goals and academics however, we may not feel confident in our own knowledge of literacy in order to make those connections for colleagues. It can be difficult to determine fact from fiction in the literacy world. This session will focus on basic fundamental knowledge as it relates to the science of reading (SOR), theoretical frameworks of literacy, myths and facts surrounding dyslexia, and subtypes of reading disabilities all tailored for the unique roles and background of the SLP.
- Define the simple view of reading.
- Identify questions to ask to learn more regarding their school’s literacy practices.
- State 5 resources to increase their knowledge of the science of reading.
- Define oral language from the perspective of the classroom teacher and the SLP
- Define subtypes of reading disabilities including dyslexia.
Speech and language pathologists