Reading Disorders and the Role of Speech-Language Pathologists

Abstract

Speech-language pathologists have been actively involved with the assessment and intervention processes of language disorders, especially concerning the child population. Regarding their professional role toward reading disorders, other professionals have been equally involved with the learning process such as educational psychologists, educators, for instance. It is therefore less clear of the involvement and possible role of speech-language pathologists, focused on adolescent and young adults with reading diiculties that may interfere with the learning processes. The aim of this chapter is to discuss the competences of speech-language pathologists and their essential role in the clinical setings with reading disorders, not only with children but also at later stages in the schooling process. Additionally, it will be discussed of the role of these professionals as a part of the school team in order to advice best practices of language-related learning processes, as well as to work with students who need special education adaptations, in all ages.

Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics

“…The presence of ongoing speech and language difficulties in some of the participants in the RG supports the existence of http://www.sajce.co.za Open Access developmental language disorder in the group. The role of language skills in the development of reading and writing has been continuously supported by scientific evidence in psycholinguistics, cognitive psychology and neuroscience (Navas, Ciboto & Borges 2017). Although there may be cost implications, it is therefore evident that speech-language therapists are an essential part of prevention, assessment and intervention of RWD (American Speech-Language-Hearing Association 2001).…”

South African professionals and developmental dyslexia: Knowledge, needs and perspectives

“…Professionals working in the field of SLD (DD) should have adequate knowledge about the nature of the condition and its management, as they play an important role in assisting the affected children. Specific learning disorder (DD) is a lifelong learning disability of neurobiological origin (Navas, Ciboto & Borges 2017). It is characterised by difficulties with accurate word recognition, poor spelling abilities, reduced reading comprehension skills and limited vocabulary knowledge (Marshall & Snow 2019).…”

“…These precursors may include delayed fine motor abilities, speech sound impairments, language disorders and difficulties in developing adequate phonological awareness skills (Adlof 2020;Navas et al 2017). Reduced visual-motor integration abilities, impaired memory skills, sensory deficits and wavering concentration are also often associated with SLD (DD) (Coetzee & Gerber 2018;Marshal & Snow 2019;Yilmaz 2021).…”