Literacy Difficulties in the Face of Multiple Factors: Using a Team Approach Because reading and writing are skills with a basis in oral language development, the speech-language-pathologist (SLP) should certainly play a role in intervention for children with literacy difficulties. SLPs provide vital information in the literacy assessment process, particularly in complicated cases. The purpose of this article is to describe the ... Article
Article  |   September 29, 2017
Literacy Difficulties in the Face of Multiple Factors: Using a Team Approach
Author Affiliations & Notes
  • Emily Lund
    Davies School of Communication Sciences and Disorders, Texas Christian University, Fort Worth, TX
  • Disclosures
    Disclosures ×
  • Financial: Emily Lund has no relevant financial interests to disclose.
    Financial: Emily Lund has no relevant financial interests to disclose.×
  • Nonfinancial: Emily Lund has no relevant nonfinancial interests to disclose.
    Nonfinancial: Emily Lund has no relevant nonfinancial interests to disclose.×
Article Information
Development / Hearing Disorders / Cultural & Linguistic Diversity / School-Based Settings / Normal Language Processing / Attention, Memory & Executive Functions / Part 3
Article   |   September 29, 2017
Literacy Difficulties in the Face of Multiple Factors: Using a Team Approach
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 124-132. doi:10.1044/persp2.SIG1.124
History: Received September 29, 2016 , Revised April 13, 2017 , Accepted April 19, 2017
Perspectives of the ASHA Special Interest Groups, September 2017, Vol. 2, 124-132. doi:10.1044/persp2.SIG1.124
History: Received September 29, 2016; Revised April 13, 2017; Accepted April 19, 2017

Because reading and writing are skills with a basis in oral language development, the speech-language-pathologist (SLP) should certainly play a role in intervention for children with literacy difficulties. SLPs provide vital information in the literacy assessment process, particularly in complicated cases. The purpose of this article is to describe the role of the SLP in the assessment of a Spanish-English bilingual second grade girl with a unilateral hearing loss who demonstrated delays in reading. Implications for clinical practice and indications for the involvement of the SLP are discussed.

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