It’s important because… Reading difficulties are generally not apparent until the child has been exposed to formal literacy instruction, generally in school. al, 2015ħ INTERPLAY BETWEEN LANGUAGE AND READING DISORDERS Risk of reading difficulties greatest for children with a history in both articulation and receptive language and expressive language In general, oral language comprehension have poor reading comprehension with average phonological abilities Children who are poor decoders often have poor phonological abilities with average oral language comprehension Cook, et. Approximately 50% meet criteria for reading disorder Even children with isolated speech sound disorders may still lag behind Cook, et. al, 2015Ĭhildren with early language impairment are at higher risk for later reading problems. (NLA, 1991)Īs high as 60% of children with language impairment may experience difficulties with literacy. Participants will be able to create differentiated literacy based activities appropriate for the clients cognitive and communication abilities.ģ LITERACY Literacy, as defined in the National Literacy Act of 1991 (Public Law ), for speakers of English is “an individual's ability to read, write, and speak in English and compute and solve problems at levels of proficiency necessary to function on the job and in society, to achieve one's goals, and to develop one's knowledge and potential.” -ASHA, Technical Report, Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents. Presentation on theme: "BRINGING LITERACY TO LIFE: RECHARGING THE SLP TOOLKIT FROM ABC TO AAC"- Presentation transcript:ġ BRINGING LITERACY TO LIFE: RECHARGING THE SLP TOOLKIT FROM ABC TO AACĭOREEN BINNIE, MA, CCC-SLP CAROL SPEARS, MA, CCC-SLPĢ Session Objectives Participants will be able to develop therapy activities that will enhance language skills through literacy.
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