A Survey of Reading Teachers: Collaboration With Speech-Language Pathologists

Maggie Watson, Casey O'Keefe, Abigail Wallace, and Pamela Terrell. A Survey of Reading Teachers: Collaboration With Speech-Language Pathologists. Perspectives: Vol. 5, Issue 1, February 2020, pp 304-313. American Speech-Language-Hearing Association. https://doi.org/10.1044/2019_PERSP-19-00006

More than 300 reading teachers (RTs) responded to a survey designed to determine their perceptions and experiences of speech language pathologists (SLPs) providing services to children with written language difficulties. Respondents were from all regions of the United States. The results indicated that RTs may be supportive of SLPs addressing the written language needs of the students they serve. Many RTs registered some disagreement that SLPs had sufficient training to provide written language instruction and may lack knowledge of the curriculum. Although written language intervention is within SLPs' scope of practice, SLPs currently practicing in school settings may need to advocate for themselves to actively be involved in written language instruction.

"Let us remember: one book, one pen, one child, and one teacher can change the world." —

Malala Yousafzei