Literacy Disorders
ASHA has recognized reading as a language based skill, stating that oral language provides the foundation for literacy (ASHA, 2001). Speech – Language Pathologists’ expertise in speech and language development allow unusual insight into underling deficits that can negatively affect reading abilities. Our knowledge base in the components of language (include phonology, morphology, syntax, semantics and pragmatics) can improve a child’s reading and thereby writing ability, as language and reading are interrelated. We are trained to identify normal language, delayed language, language differences and, language disorders. Our role in reading intervention is designed to target the underlying language weaknesses, which encompasses our knowledge base, that make the reading process difficult. The Speech – Language Pathologist’s expertise of language can help identify, assess, and treat individuals with reading difficulties (Gravani & Meyer, 2007).
While phonology has been acknowledged as playing the most crucial role in the development of reading, other areas of language, to which Speech - Language Pathologists’ are well trained, have recently been documented as playing a vital role in reading development as well. IDEA and NCLB 2004 described the essential components of reading instruction to be phonemic awareness, phonics, vocabulary development, fluency including oral reading and reading comprehension. Difficulties can occur in the production, comprehension, and awareness within any language component at the sound, syllable, word, sentence, and discourse levels. Problems in these areas may interfere with the attainment of literacy skills needed to succeed academically. ASHA (2001) states, that because of generalization “instruction in spoken language can result in growth in written language, and instruction in written language can result in growth in spoken language”.
Most people associate reading disorders as being 'dyslexic' but that is not necessarily the case. While dyslexia does incorporate difficulties with reading, there are many other problems a person may face with reading that does not necessarily mean they are dyslexic, sometimes resulting in misdiagnosis. These different areas of reading are discussed in the reading section of this website.
While phonology has been acknowledged as playing the most crucial role in the development of reading, other areas of language, to which Speech - Language Pathologists’ are well trained, have recently been documented as playing a vital role in reading development as well. IDEA and NCLB 2004 described the essential components of reading instruction to be phonemic awareness, phonics, vocabulary development, fluency including oral reading and reading comprehension. Difficulties can occur in the production, comprehension, and awareness within any language component at the sound, syllable, word, sentence, and discourse levels. Problems in these areas may interfere with the attainment of literacy skills needed to succeed academically. ASHA (2001) states, that because of generalization “instruction in spoken language can result in growth in written language, and instruction in written language can result in growth in spoken language”.
Most people associate reading disorders as being 'dyslexic' but that is not necessarily the case. While dyslexia does incorporate difficulties with reading, there are many other problems a person may face with reading that does not necessarily mean they are dyslexic, sometimes resulting in misdiagnosis. These different areas of reading are discussed in the reading section of this website.
