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Speech-language pathologists (SLPs) often reduce services for older students despite spoken language disorders becoming written ones. Insufficient training in written language impacts SLPs

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Area of Science:

  • Linguistics
  • Education
  • Speech-Language Pathology

Background:

  • Speech-language pathologists (SLPs) possess expertise in spoken and written language disorders.
  • SLP service provision tends to decrease for students in middle and high school.
  • Spoken language difficulties often manifest as written language challenges in older students.

Purpose of the Study:

  • To examine the gap in speech-language pathology (SLP) training regarding written language disorders.
  • To address the decline in SLP services for adolescents with language-based learning disabilities.
  • To present effective interventions for struggling readers and writers.

Main Methods:

  • Literature review on SLP training and practice in written language.
  • Analysis of service delivery trends across educational levels.
  • Identification of evidence-based practices for written language intervention.

Main Results:

  • SLPs report insufficient knowledge and skills for addressing written language disorders.
  • A disconnect exists between the progression of language disorders and SLP service provision.
  • Current training models may not adequately prepare SLPs for adolescent literacy needs.

Conclusions:

  • Enhanced training in written language is crucial for speech-language pathologists.
  • SLPs can play a vital role in supporting adolescent literacy development.
  • Implementing effective written language interventions can improve outcomes for students.