Lucy Hart Paulson, M.S. CCC-SLP
Western Montana RiteCare
Language and Literacy Clinic
Division of Educational Research and Service
University of Montana
The following excerpts are taken from the DoDEA Conference in Breckenridge, Colorado, June 29, 2003:
| Language/Learning/Literacy Connection |
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| - | Spoken language provides the foundation for the development of reading and writing… |
| - | Spoken and written language have a reciprocal relationship, in that each builds on the other to result in language and literacy competence, starting early in childhood and continuing into adulthood… |
| - | Instruction in spoken language can result in growth in written language and instruction in written language can result in growth in spoken language.. |
| - | Individuals with reading and writing problems also may experience difficulties in using language strategically to communicate, think and learn… |
| - | Children with language impairments are FOUR to FIVE times more likely than normally developing children to have reading difficulties during the school years. |
| - | Difficulty learning to read and write can involve any of the components of language: phonology, morphology, syntax, semantics and pragmatics… |
| - | Problems can occur in the production, comprehension and awareness of language at the sound, syllable, word, sentence, and discourse levels… |
| ASHA’s Position |
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| · | SLPs play a critical and direct role in the development of literacy |
| · | SLPs make a contribution to the literacy efforts of a school district or community |
| · | These roles are implemented in collaboration with others who have expertise in written language. |
| · | These roles vary with work settings and experience of all those involved. |
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