Rethinking Literacy Intervention: Addressing a Practice Gap With Best Practices From Multisensory Structured Language
Lisa M Bowers1, Heather L Ramsdell2
1Communication Sciences and Disorders, University of Arkansas, Fayetteville.
Language, Speech, and Hearing Services in Schools
|June 5, 2023
Summary
Speech-language pathologists (SLPs) can enhance dyslexia interventions by integrating multisensory structured language (MSL) approaches. SLPs play a crucial role in defining and implementing services for students with written language disorders in schools.
Area of Science:
- Education
- Speech-Language Pathology
- Neuroscience
Background:
- Dyslexia diagnosis and treatment are increasingly integrated into educational systems.
- Speech-language pathologists (SLPs) are key professionals in addressing written language disorders.
- Multisensory structured language (MSL) approaches offer evidence-based literacy interventions.
Purpose of the Study:
- To guide SLPs in implementing MSL best practices for literacy interventions.
- To empower SLPs as influential participants in defining dyslexia services in schools.
- To provide an operational definition of dyslexia for educational contexts.
Main Methods:
- Review of evidence-based practices in MSL approaches.
- Discussion of SLP roles and responsibilities in dyslexia intervention.
- Case study analysis comparing traditional and MSL literacy interventions.
Main Results:
- MSL strategies can optimize academic outcomes for children with dyslexia.
- A case study illustrates the application of MSL in dyslexia intervention.
- Comparison highlights differences between traditional SLP and MSL approaches.
Conclusions:
- Integrating MSL strategies enhances literacy intervention for dyslexia.
- SLPs are essential collaborators in policy and practice for literacy disorders.
- Optimizing academic gains for students with dyslexia requires evidence-based approaches.
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