48x36 Poster Template

1
Literacy Roles of Speech-Language Pathologists in
Public Schools Linda Bryan, Ph.D., CCC-SLP, Sarah
Hayes, M.A., CCC-SLP, Samantha Mathis, B.S.,
Stephanie Swillie, B.S. Department of
Speech-Language Pathology University of Louisiana
at Monroe
Results
Method
Introduction
Selected Survey Items SLP Standards

• Speech-language pathologists (SLPs) have
  been involved in providing direct reading and
  writing intervention to school age students for a
  number of years. In 2001, the Ad Hoc Committee on
  Reading and Written Language Disorders of the
  American Speech-Language and Hearing Association
  (ASHA) published Roles and Responsibilities of
  Speech-Language Pathologists With Respect to
  Reading and Writing in Children and Adolescents
  (ASHA, 2001). The role of the SLP in providing
  literacy intervention then, is well-delineated in
  the profession. Some of the primary roles
  include
• serving as a planning team member (assisting with
  modification of general education instruction,
  developing Individualized Education Plans (IEPs)
• provision of direct services direct role in
  literacy intervention
• collaborative efforts with other professionals
• serving as a model to demonstrate particular
  skills
• leader / professional developer one who
  facilitates professional growth of others
• advocate / policy developer advocating on behalf
  of children or engaging in decision-making or
  assisting with policy development at a state
  level
• researcher participating in research that may
  inform practice
• The same delineation of roles and
  responsibilities with respect to assisting
  struggling readers outside the realm of special
  education is perhaps not as clear. In many states
  the reading specialist or literacy coach is the
  professional responsible for intervening with
  struggling readers. Dole, Liang, Watkins, and
  Wiggins (2006), report that while the
  International Reading Association (IRA) has
  standards related to roles of both reading
  teachers and reading specialists, not all states
  recognize a difference between the two. The
  specification of the terms literacy coach or
  reading coach are also becoming increasingly
  popular, though job descriptions and specific
  responsibilities are not always interpreted the
  same way among professionals or even among
  states. IRA defines a literacy coach or a reading
  coach as a reading specialist who focuses on
  providing professional development for teachers
  by giving them the additional support needed to
  implement various instructional programs and
  practices. Allington (2006) points out that it is
  not only the lack of clear titles for the reading
  professionals that pose problems, but the lack
  of any substantive plan to ensure that every
  school has even one faculty member with specific
  expertise in reading that is the larger issue.
• Gottfred (2008) commented in ASHA Leader in
  September that it is difficult to imagine that
  we as SLPs would withhold our knowledge of
  language development when we know that many
  children are not ready for reading or
  kindergarten because of the lack of an
  environment that is rich in language and
  further it is imperative that SLPs working in
  the schools see that we must use our expertise to
  contribute to a childs success in academics and
  in negotiating life pathways.
• Interestingly, but perhaps not surprisingly
  given the common goal of both professions, the
  IRA standards for reading specialists are
  strikingly similar in many respects to the
  knowledge and standards from Knowledge and Skills
  Needed by Speech-Language Pathologists With
  Respect to Reading and Writing in Children and
  Adolescents. Thus, the purpose of this study was
  to determine the opinions of teachers on role
  delineation between the two professions.

Participants Participants for the study
included 25 public school educators who taught
kindergarten through fifth grade. These teachers
were chosen based on their school setting serving
a higher than average population of students with
special needs. Additionally, the schools
population has a higher than average number of
students receiving free and reduced lunch (i.e.
79 with a state average of 62).
Non-probability, purposive sampling was used in
that the participants were chosen based on
particular criteria. Data Analysis
Descriptive statistics were used to obtain a
summary of demographic information for the
teachers. A mean was calculated for the Likert
Scale items and a general indication of agreement
or disagreement with statements relating to the
appropriate professional to provide literacy
services to struggling students was formulated.
Means ranging from 1.00 to 2.9 were interpreted
as disagreement with a statement. Means ranging
from 3.0 to 3.5 were interpreted as uncertainty
with an item and means ranging from 3.6 to 5.0
were interpreted as agreement. Three open
ended questions were asked regarding teachers
greatest literacy challenges, ideas as to types
of support that might be helpful in assisting
struggling learners and whether or not they had
ever worked with a SLP. Instrument The
survey questionnaire consisted of 31 total items.
Sections included background information (6
items), and 10 statements relating to agreement
or disagreement as to various aspects of literacy
and the appropriate professional to provide
assistance. An additional section of the survey
included 11 statements that were derived directly
from the practice guidelines, Knowledge and
Skills Needed by Speech-Language Pathologists
With Respect to Reading and Writing in Children
and Adolescents (ASHA, 2002) and Standards for
Reading Professionals-Revised 2003, a document
similar to ASHAs practice guidelines.
Respondents were to indicate whether or not the
statement was descriptive of a speech-language
pathologist, a reading specialist, a literacy
coach, or a combination literacy coach/reading
specialist. There were three open-ended questions
asking the participants to indicate some
challenges and/or suggestions to ameliorate the
challenges, and whether or not they had worked
with a SLP in a collaborative model. Twenty
five questionnaires were distributed in October,
2008 to teachers in grades pre-k through five. A
cover letter with informed consent was included
after receiving verbal permission from the
principal. The teachers were informed that the
surveys would be picked up by research
assistants. When a meager return was initially
evident, the principal made an additional
school-wide announcement asking for additional
participation. The response rate was 52 or 13/25
surveys.

K7. Teaches children and adolescents a
strategic approach to reading and writing. a.
Reading Specialist
4/14 29 b. Reading / Literacy Coach
3/14 21
c. Speech-Language Pathologist
1/14 7 d.
Either a or b as they are basically the same at
my school 6/14 43 K8.
Understands the nature of proficient reading as
influenced by knowledge of spoken language and
involving word recognition, comprehension, and
higher order strategic thinking and executive
functions. a. Reading Specialist
3/14 21 b.
Reading / Literacy Coach
4/14 29 c.
Speech-Language Pathologist
3/14 21 d. Either a or b as they
are basically the same at my school
4/14 29 K9. Understands collaboration,
leadership, and research principles for working
with others, serving as advocates, and advancing
the knowledge base. a. Reading Specialist

3/14 21 b. Reading /
Literacy Coach
3/14 21 c. Speech-Language
Pathologist 2/14
14 d. Either a or b as they are basically the
same at my school 6/14
43 K10. Explicitly teaches reading fluency and
reading comprehension as well as decoding. a.
Reading Specialist

3/13 23 b. Reading/ Literacy Coach

2/13 15 c. Speech-Language
Pathologist
1/13 8 d. Either a or b as they are
basically the same at my school
7/13 54
K11. Uses dynamic assessment techniques and other
culturally appropriate and curriculum-relevant
methods and materials to perform nonbiased
assessments and to explore flexibility, speed,
and limits of literacy skills. a. Reading
specialist 3/15
20 b. Reading / literacy coach
3/15 20 c. Speech-language
pathologist
3/15 20 d. Either a or b as they are basically
the same at my school 6/15
40 K12. Teaches specific linguistic systems
crucial for literacy, including derivational
morphology, complex syntax, and narrative and
expository text structure. a. Reading specialist

2/15 13 b. Reading
/ literacy coach
2/15 13 c.
Speech-language pathologist
6/15 40 d.
Either a or b as they are basically the same at
my school 5/15 33
Background Information Respondents included
13 (52n13/25) public school teachers of grades
pre-kindergarten through five. Background
information revealed that 61.5 had more than 15
years experience, 23 had 11-15 years experience,
and 15.4 had 6-10 years experience. Over half of
the participants had a bachelors degree (i.e.
61.5), 23 had masters degrees and 15.4 had a
masters plus 30 hours. Grades taught were
pre-kindergarten (n1. 07), kindergarten (n2
15.4), first (n5 38), second (n4 30),
third (n3 23), fourth (n2 15.4), fifth
(n2 15.4). Summary demographic information is
provided in Table 2. A majority of the
participants (85 n11/13) indicated that they
had taught reading to students in first through
third grades at some point in their careers while
two indicated they had not (15
n2/13). Opinions on the Roles of the
Professionals Eleven multiple choice
questions provided information about whether
teachers believed that a descriptive statement
represented the role of the speech-language
pathologist, the reading specialist,
reading/literacy coach, or a combined description
for literacy coach/reading specialist. For
the six questions describing the Knowledge and
Skills Standard related to SLPs (see survey),
only one (1) question received a majority
designation by the teachers (i.e. question K12)
in which the teachers indicated they felt the
description of teaching morphology, syntax,
narrative, and expository text structure best
described a SLP. All other questions in this
group received minority rankings (see survey).
Of the six questions describing a Knowledge and
Skills Standard related to reading specialists,
participants selected a majority designation
indicating that the descriptor was of either a
reading specialist or literacy coach for all
questions (i.e choice d). For the Reading
Specialist Standard associated with question K14,
five of the teachers (n5 31) believed it
described the role of speech-language
pathologist. Additionally, 31 of the teachers
(n5) indicated that question K11 described a
speech-language pathologists role. For the
next 12 statements, the teachers were to indicate
whether or not they agreed, disagreed, or took a
neutral stance on a variety of items relating to
literacy. Interestingly, the two statements
related to whether or not SLPs are as qualified
as reading specialists/literacy coaches to
provide services to struggling readers received
neutral responses (i.e. mean for E1 3.4 mean
for E2 3.1). The statements related to whether
or not reading/literacy coaches or reading
specialists were the appropriate professional to
provide services received agreement (i.e. mean
for E3 4.4 mean for E44.3). Further, the
teachers agreed that they were both knowledgeable
(E7 mean 3.9) and competent (mean4.0) to
understand and provide effective methods for
struggling readers. Perhaps the most significant
response, though neutral, was that the teachers
were uncertain about the disorder areas that SLPs
are qualified to treat (E10 mean 3.1).
Discussion
As SLPs become more involved in providing
literacy services to school-age students, our
role is viewed by our education colleagues in a
number of ways (e.g. Sanger, Hux, Griess, 1995)
. Ideally, we would be viewed as an indispensible
and integral part of the public school formula
that works to assist struggling literacy
learners. Contrastively, our role might be viewed
with uncertainty and confusion, which was the
case in this study. The teachers did not disagree
that SLPs should intervene with struggling
readers, rather, they were unsure. Similarly,
they did not disagree that our qualifications
were at least equal to a reading
specialist/literacy coach, they were unsure.
Additionally, they reported to be unsure about
which disorder areas overall that SLPs are
qualified to treat. This uncertainty
reported by the teachers in regard to the roles
of the speech-language pathologist is somewhat
surprisingly given the fact that 59 of SLPs work
in the public schools (ASHA Fact Sheet Online,
2008). Specifically, their reluctance to agree
that SLPs are as qualified as Reading/Literacy
Coaches may stem from the fact that even SLPs
themselves have not fully embraced the role of
literacy in the profession as evidenced in some
recent exchanges in The ASHA Leader. (e.g..
January 22, 2008, March 4, 2008, March 25, 2008,
April 15, 2008). While this area is certainly not
new to SLPs, it may not yet be widely accepted if
the letters in the Leader are any indication of a
generalized opposition to providing literacy
services.
Selected Survey Items- Reading Specialist
Standards
K13. Collaborates with teachers, specialists,
parents/guardians, students, and administrators
to promote literacy in students with reading
difficulties, dyslexia, and reading disabilities,
while respecting their individuality. a. reading
specialist 3/15
20 b. reading / literacy coach
1/15 7 c. speech-language pathologist
5/15 33 d. either a or
b as they are basically the same at my school
6/15 40 K14. Interprets and uses results
of screening devices and formal and informal
reading assessments to know when in-depth
evaluation and additional intervention are
warranted. a. reading specialist
4/16 25 b. reading / literacy coach
1/16 6 c. speech-language
pathologist 5/16 31 d.
either a or b as they are basically the same at
my school 6/16 38 K15. Supports
learning in all content areas by teaching
students to apply a variety of strategies for
comprehending expository and narrative texts. a.
reading specialist
4/14 29 b. reading / literacy coach
3/14 21 c. speech-language
pathologist 1/14 7 d.
either a or b as they are basically the same at
my school 6/14 43 K16. Implements
instructional strategies that focus on specific
literacy components (e.g., oral language,
phonological and phonemic awareness, concepts of
print, alphabetic principle, word identification,
fluency, comprehension, vocabulary, written
language). a. reading specialist
3/16 19 b. reading / literacy coach
2/16 13 c. speech-language
pathologist 5/16 31 d.
either a or b as they are basically the same at
my school 6/16 38 K17. Formally and
informally assesses students writing
development, including their use of writing
conventions, and provide focused instruction to
address students strengths, needs, and
interests. a. reading specialist
2/14 14 b. reading / literacy coach
4/14 29 c. speech-language
pathologist
1/14 7 d. either a or b as they
are basically the same at my school 7/14
50
Demographics
Survey
Selected References
Allington, R. (2006). Reading specialists,
reading teachers, reading coaches A
question of credentials. Reading Today, 23,
(4), 16-17. American Speech-Language-Hearing
Association. (2008). Fact Sheet- Speech-Language
Pathology. Available from www.asha.org/public/
slp.htm. American Speech-Language Hearing
Association. (2001). Roles and responsibilities
of speech-language pathologists with respect
to reading and writing in children and
adolescents (position statement, executive
summary of guidelines, technical report).
ASHA Supplement 21, 17-28. Rockville, MD. Apel,
K. (2008, March 4). SLPs Reading specialists or
language specialists Letter to the editor.
The ASHA Leader, 13, (3). Dole, J.A., Liang,
L.A., Watkins, N.M., Wiggins, C.M. (2006). The
state of reading professionals in the United
States. Reading Teacher, 60(2),
194-199. Gottfred, K. (2008, September 23). On
language and literacy. The ASHA Leader, 13
(13), 24.