presented by Shari Robertson
receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Shari Robertson has no competing non-financial interests or relationships with regard to the content presented in this course.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
Shari Robertson, Ph.D., CCC-SLP
Shari Robertson, Ph.D. CCC-SLP, is a Professor of Speech Language Pathology and Dean’s Associate for Graduate Studies at Indiana University of Pennsylvania. Dr. Robertson spent 18 years as a school-based SLP and special education administrator prior to obtaining her Ph.D. at the University of Wisconsin-Madison. She recently served on the ASHA Board of Directors as…Read full bio
1. What SLP's Know About Reading
This chapter will cover the knowledge and skills SLPs bring to literacy development. Additionally, it will summarize the research that links oral language development (listening and talking) to written language development (reading and writing).
2. The Components of Language and Literacy
Central to the knowledge base regarding oral language development is the understanding that language is made up of form, content, and use. Each component must be present in order for an individual to be communicatively competent. Fundamentally, written language is made up of these components as well, with a few “extra” pieces such as writing conventions, spelling, etc. This chapter will compare and contrast each component in both the oral and written modes to further clarify the role of the SLP in literacy development.
3. Key Findings of the National Reading Panel Report
The results of a metastudy undertaken by the National Reading Panel identified five key skills/areas of instruction that consistently lead to reading success. Many of these skills have been a part of traditional intervention for children with language learning deficits and others can be incorporated into existing therapy to support development of both the oral and written modes of language. This chapter will provide an overview of the identified skill areas and how to use this as a framework for providing intervention that addresses both the oral and written modes for children with language learning deficits. Differentiation between the role of SLPs and that of classroom teachers and reading specialists will be addressed.