Word reading: The role of the speech-language pathologist

Journal article


Colenbrander, Danielle and Kohnen, Saskia. (2023). Word reading: The role of the speech-language pathologist. Perspectives of the ASHA Special Interest Groups. pp. 1-18. https://doi.org/10.1044/2023_PERSP-23-00054
AuthorsColenbrander, Danielle and Kohnen, Saskia
Abstract

Purpose: Written and spoken language abilities are closely connected, and speech-language pathologists (SLPs) can play important roles in the development of children's word reading. However, SLPs may have less knowledge about word reading assessment and intervention than they do about oral language. Therefore, in this tutorial, we describe the skills required for successful word reading and outline evidence-based approaches to word reading assessment and intervention within a response to intervention (RTI) framework, with a focus on the role of the SLP.

Conclusions: Written language abilities clearly fall within an SLP's scope of practice. SLPs can be involved in collaborative teams working together to design word reading instruction, intervention, and assessment. They can also be directly involved in word reading intervention and assessment with children on their caseload. Consequently, knowledge about word reading development, assessment, and intervention can enable an SLP to take advantage of the reciprocal connections between written and spoken language, in order to help achieve the best outcomes for their clients.

Keywordsspeech-language pathologists (SLPs); reading; assessment; intervention; response to intervention (RTI) framework; language
Year2023
JournalPerspectives of the ASHA Special Interest Groups
Journal citationpp. 1-18
PublisherAmerican Speech - Language - Hearing Association
ISSN2381-473X
Digital Object Identifier (DOI)https://doi.org/10.1044/2023_PERSP-23-00054
Page range1-18
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online31 Aug 2023
Publication process dates
Accepted24 Jun 2023
Deposited26 Sep 2023
Additional information

Supplemental Material: https://doi.org/10.23641/asha.24001953

Permalink -

https://acuresearchbank.acu.edu.au/item/8zqzz/word-reading-the-role-of-the-speech-language-pathologist

Restricted files

Publisher's version

  • 69
    total views
  • 0
    total downloads
  • 4
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Orthographic expectancies in the absence of contextual support
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). Orthographic expectancies in the absence of contextual support. Scientific Studies of Reading. 27(2), pp. 187-197. https://doi.org/10.1080/10888438.2022.2127356
The effect of oral vocabulary training on reading novel complex words
Beyersmann, Elisabeth, Wegener, Signy, Pescuma, Valentina N., Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2023). The effect of oral vocabulary training on reading novel complex words. Quarterly Journal of Experimental Psychology. 76(6), pp. 1321-1332. https://doi.org/10.1177/17470218221113949
Maximising access to reading intervention : Comparing small group and one-to-one protocols of Reading Rescue
Miles, Katharine Pace, McFadden, Karen E., Colenbrander, Danielle and Ehri, Linnea C.. (2022). Maximising access to reading intervention : Comparing small group and one-to-one protocols of Reading Rescue. Journal of Research in Reading. 45(3), pp. 299-323. https://doi.org/10.1111/1467-9817.12383
Assessing the effectiveness of structured word inquiry for students in grades 3 and 5 with reading and spelling difficulties : A randomized controlled trial
Colenbrander, Danielle, Parsons, Liam, Bowers, Jeffrey S. and Davis, Colin J.. (2022). Assessing the effectiveness of structured word inquiry for students in grades 3 and 5 with reading and spelling difficulties : A randomized controlled trial. Reading Research Quarterly. 57(1), pp. 307-352. https://doi.org/10.1002/rrq.399
Teaching children to read irregular words : A comparison of three instructional methods
Colenbrander, Danielle, Kohnen, Saskia, Beyersmann, Elisabeth, Robidoux, Serje, Wegener, Signy, Arrow, Tara, Nation, Kate and Castles, Anne. (2022). Teaching children to read irregular words : A comparison of three instructional methods. Scientific Studies of Reading. 26(6), pp. 545-564. https://doi.org/10.1080/10888438.2022.2077653
The effects of spacing and massing on children's orthographic learning
Wegener, Signy, Wang, Hua-Chen, Beyersmann, Elisabeth, Nation, Kate, Colenbrander, Danielle and Castles, Anne. (2022). The effects of spacing and massing on children's orthographic learning. Journal of Experimental Child Psychology. 214, p. Article 105309. https://doi.org/10.1016/j.jecp.2021.105309
Teaching irregular words : What we know, what we don't know, and where we can go from here
Colenbrander, Danielle, Wang, Hua-Chen, Arrow, Tara and Castles, Anne. (2020). Teaching irregular words : What we know, what we don't know, and where we can go from here. The Educational and Developmental Psychologist. 37(2), pp. 97-104. https://doi.org/10.1017/edp.2020.11
Oral vocabulary and reading comprehension : What intervention studies have taught us
Colenbrander, Danielle. (2020). Oral vocabulary and reading comprehension : What intervention studies have taught us. Journal of Clinical Practice in Speech-Language Pathology. 22(1), pp. 10-14.
To see or not to see : How does seeing spellings support vocabulary learning?
Colenbrander, Danielle, Miles, Katharine Pace and Ricketts, Jessie. (2019). To see or not to see : How does seeing spellings support vocabulary learning? Language, Speech and Hearing Services in Schools. 50(4), pp. 609-628. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0135
Early identification of dyslexia : Understanding the issues
Colenbrander, Danielle, Ricketts, Jessie and Breadmore, Helen L.. (2018). Early identification of dyslexia : Understanding the issues. Language, Speech and Hearing Services in Schools. 49(4), pp. 817-828. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0007
Similar but different : Differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension
Colenbrander, Danielle, Nickels, Lyndsey and Kohnen, Saskia. (2017). Similar but different : Differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension. Journal of Research in Reading. 40(4), pp. 403-419. https://doi.org/10.1111/1467-9817.12075
Individual differences in the vocabulary skills of children with poor reading comprehension
Colenbrander, Danielle, Kohnen, Saskia, Smith-Lock, Karen and Nickels, Lyndsey. (2016). Individual differences in the vocabulary skills of children with poor reading comprehension. Learning and Individual Differences. 50, pp. 210-220. https://doi.org/10.1016/j.lindif.2016.07.021
Assessment of lexical and non-lexical spelling in students in Grades 1–7
Kohnen, Saskia Regina, Colenbrander, Danielle, Krajenbrink, Trudy and Nickels, Lyndsey. (2015). Assessment of lexical and non-lexical spelling in students in Grades 1–7. Australian Journal of Learning Difficulties. 20(1), pp. 15-38. https://doi.org/10.1080/19404158.2015.1023209
Nonword reading tests : A review of the available resources
Colenbrander, Danielle, Nickels, Lyndsey and Kohnen, Saskia Regina. (2011). Nonword reading tests : A review of the available resources. Australasian Journal of Special Education. 35(2), pp. 137-172. https://doi.org/10.1375/ajse.35.2.137