Embedding Evidence-Based Practices to Address Literacy in School-Based Speech-Language Therapy

Autor/inn/en	Tambyraja, Sherine R.; Schmitt, Mary Beth
Titel	Embedding Evidence-Based Practices to Address Literacy in School-Based Speech-Language Therapy
Quelle	In: Topics in Language Disorders, 40 (2020) 4, S.341-356 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
Schlagwörter	Evidence Based Practice; Speech Language Pathology; Speech Therapy; Literacy; Decoding (Reading); Barriers; Intervention; Literacy Education; Language Impairments; Educational Environment; Reading Difficulties; At Risk Students; Phonological Awareness; Reading Comprehension + Suchen Sie Ihr Suchwort? Entwicklungsproximale Sprachtherapie; Logotherapie; Alphabetisierung; Schreib- und Lesefähigkeit; Dekodierung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Reading difficulty; Leseschwierigkeit; Leseverstehen
Abstract	Children with language impairment (LI) are at an elevated risk for reading difficulties, particularly if their language difficulties are present at the time of formal schooling entry. Learning to read is heavily dependent on linguistic knowledge, specifically phonological knowledge for word decoding and language comprehension for reading comprehension. Thus, speech-language pathologists (SLPs) are well suited to address both the language and literacy difficulties that children with LI may encounter. However, evidence suggests that children's literacy skills are rarely targets of intervention even in school-based settings. This article reviews evidence for why literacy should be addressed within the context of therapy, the positive effects that literacy interventions confer, and an examination of current practices regarding treating reading as a therapy target. The article concludes with suggestions for perspectives and approaches that may address the challenges and barriers faced by school-based SLPs, who should embed evidence-based literacy interventions for children with LI in their therapeutic activities. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01