Page 17 - Literacy Based Speech Language Therapy Activities Digital Version

The Research Behind Why Literacy-Based Intervention Works

Reading Comprehension

Reading success is related to reading
comprehension. Some language models
show that while reading fluency and

decoding skills are a component of
reading comprehension, children also
need to gain knowledge of morphology,

oral vocabulary, syntax, phonological
memory, and aspects of discourse (Teal
and Sulzby, 1986). Children need to be

able to understand narrative structures,
actively access vocabulary, and interpret
incoming information from spoken and written sources (Lesaux and Siegel, 2003). SLPs help build a

stronger foundation for these reading skills by targeting pre-literacy skills and spoken language. We
also have a hand in helping our students acquire a written system by addressing letter-sound
correspondence, rhyming, and sound blending.

Easily show how your speech therapy and reading goals are
connected

Our speech therapy is drenched with reading comprehension and decoding support. We just
need the right information to validate what we are already doing.

Here is what the American Speech-Language-Hearing Association (ASHA) has to say about speech

therapy and reading: SLPs play a critical and direct role in literacy development, due to established
connections between spoken and written language.

 Spoken language is the foundation for reading and writing
 Spoken language and reading and writing build on each other
 Children with speech-language impairment often have difficulty reading
 Instruction in spoken language can affect growth in reading and writing

This is a clear directive from our governing body: Treat communication and literacy simultaneously.
The following five areas of research should give you all the buy-in that you need to know that
literacy-based intervention has far reaching benefits and positive implications.

1. Statistics on Reading Deficits and Language Impairments
 52% of children with language impairment also have reading difficulties (Tomblin, Zhang,
Buckwalter and Catts, 2000)

6
www.bilinguistics.com