Title: Educating SLPs About Reading: Are We Meeting ASHAs Guidelines
1Educating SLPs About Reading Are We Meeting
ASHAs Guidelines?
- Lesley Maxwell Pamela Hook
- Charles Haynes Ann Waters
- MGH Institute of Health Professions
- Graduate Program in CSD
- Boston, MA
2The Presenters
- Charles Haynes, Ed.D, CCC-SLP, Associate
Professor, Clinical Supervisor - Pamela Hook, Ph.D, Associate Professor,
Coordinator Reading Clinic - Lesley Maxwell, M.S.,CCC-SLP, Director of
Clinical Education, Clinical Assistant Professor - Ann Waters, M.S.,CCC-SLP, Clinical
Instructor/Supervisor in Reading, Program Alum - Christine Doyle, M.S.,CCC-SLP, Clinical
Instructor/Supervisor in Reading, Program Alum
3Agenda
- What do SLPs need to know about literacy? ASHAs
guidelines - Why do SLPs need extensive knowledge and skills
in the area of literacy? - As a field, are we educating SLPs to meet ASHAs
guidelines for practice in the area of literacy?
4Agenda
- How has the MGH Institute graduate program
addressed the need for intensive education in the
area of literacy? - Graduate Level Education
- Post-Professional Graduate Coursework Leading to
Reading Specialist Licensure - Continuing Education
- Hanson Initiative for Language and Literacy
- Questions and Discussion
5- As a field, are we meeting ASHAs guidelines in
the area of literacy? - Do new SLP graduates have sufficient knowledge
and skills in the area of literacy? - Do working professionals have sufficient
knowledge and skills in the area of literacy?
6Suggestions from 17 years of experience MGH
Institute of Health Professions
- Intensify Graduate Level Education in Literacy
- Create Post-professional Graduate Study
Opportunities - Provide Intensive Professional Development
7Why do SLPs need extensive knowledge and skills
in the area of literacy?
- Research indicates that a complex reciprocal
relationship exists between spoken language and
reading and writing.
8Why do SLPs need extensive knowledge and skills
in the area of literacy?
- Take a guess What percentage of children with
oral language difficulties seen by SLPs also have
problems with reading and writing? - 20
- 35
- 50
- 65
9Oral Language Difficulties and Literacy
Development
- Approximately two-thirds (65) of the children
with language difficulties seen by SLPs also have
problems with reading and writing.
10How Many Children?
- About 60,000 speech-language pathologists
currently practice in U.S. schools with caseloads
of approximately 40-50 children. - If 2/3 of these children have needs in
spoken and written language, this equals 1.7
million children in the US.
11Overlapping Fields
Field of Speech/ Language Pathology
Field of Reading
Literacy
12Fragmentation of Services for Children
- Traditionally, instruction for children with
language and literacy difficulties has been
fragmented. Speech-language pathologists have
treated childrens spoken language problems,
while reading specialists have addressed
childrens reading and writing difficulties.
13 Importance of a Unified Approach
Training specialists in the areas of spoken
language and reading allows for a unified
approach that results in more successful
development in literacy skills.
14What do SLPs need to know about reading?
15 Processes Involved In Reading/Writing
Attention Executive Function Memory
Oral Motor/ Visual Motor
Automaticity
Fluency
Pamela E. Hook, 2007
16Types of reading disabilities
LLD(Comprehension Syntactic, Semantic,
Pragmatic Deficits)
DYSLEXIA(Word Identification)
ADHD (Metacognitive Deficits)
Model by Carol Westby
17Core Components of a BalancedLiteracy Program
National Reading Panel, 2000
Word Identification Comprehension
18Roles and Responsibilities of the SLP with
Respect to Reading and Writing in Children and
Adolescents Area of LiteracyASHA Guidelines
- Preventing Written Language Problems
- Identifying Children at Risk
- Assessing Reading and Writing
- Providing Intervention and Documenting
Outcomes - Assuming other roles such as providing
assistance to general education teachers, parents
and students, adding to the knowledge base, etc.
19Knowledge and Skills Needed by SLPs with Respect
to Reading and Writing in Children and
Adolescents (Adhoc Committee on Reading and
Writing 2002)
- Knowledge
- Nature of literacy
- Normal development of reading and writing
- Disorders of language and literacy
- Clinical tools and methods
- Collaboration, leadership and research principles.
20Knowledge and Skills Needed by SLPs with Respect
to Reading and Writing in Children and
Adolescents (Adhoc Committee on Reading and
Writing, 2002)
- Skills
- Prevention (6)
- Identification (6)
- Assessment (4)
- Intervention (9)
- Other roles (10)
21Do SLPs perceptions of their competency in
reading mirror ASHAs guidelines for practice?
- We surveyed SLP practitioners perceptions of
their competence in five key areas of literacy. - Formative evaluation for FIPSE grant, 2002-2006
- Purpose of grant develop online interactive
modules in reading designed for SLPs
22TARGET POPULATION FOR SURVEY
- ASHA Special Interest Divisions (SIDs) with
foci that would most directly address reading/
literacy - Div.1 Language, Learning and Education (n392)
- Div. 10 Issues in Higher Education (n90)
- Div. 16 School Based Issues (n250)
n 105 SLPs (14 of total 732 SID members
surveyed)
23(No Transcript)
24CRITICAL NEED
- At the MGH Institute of Health Professions, we
believe that there is a critical need to develop
SLPs with knowledge and skills in reading
assessment and intervention areas that are of
key importance given - ASHA Guidelines
- National Reading Panel (2000) conclusions
25Since 1991, the MGH Institute of Health
Professions has developed
- Graduate Program with Emphases on Spoken-Written
Language Relationships - Post-professional Graduate Study in Reading
- Intensive Professional Development for
Practitioners in Schools and Clinical Settings
26Graduate Program with Emphases on Spoken-Written
Language Relationships
- Brief historical perspective
- Integrated academic curriculum
- Practica
27- Brief historical perspective
- 1991- Integrated spoken-written language
curriculum for all students (Locke, Hodgson,
Macaruso, Smith, Maxwell, Hook, Haynes) - 1995- Department of Education certification/licens
ure - 2003- Certificate of Advanced Study program in
reading for SLPs and licensed classroom teachers
28- Integrated Academic Curriculum for Combined
Speech/Language and Reading Certification
Core
5 courses 3 practica
Directly Integrating Spoken and Written Language
Optional
2 courses 1 practicum
ReadingCertification
Related to Spoken and Written Language
7 courses 1-2 practica
For detailswww.mghihp.edu
29Integration of Academic Work with Clinical
Practice
- Professors who teach the academic classes also
supervise in the clinic - Clinical staff are part of the faculty
30Clinical Placements
- First 2 semesters In-house clinic
- Spoken language clients
- Written language clients
- Next 4 semesters 3 external placements
- For DOE reading certification 1 additional
placement with supervision from licensed reading
specialist
31Integration into Practice
- Weekly Practicum Seminar
- Diagnostic Report / Intervention
- Weekly Case Discussion Group
32Weekly Practicum Seminar
- Knowledge and skills needed to integrate
coursework with clinic sessions - How to take clients spoken language system into
account to remediate written language system - How to apply the principles of multisensory
structured language instruction to all levels of
reading remediation
33Diagnostic Reports
- Give and interpret standardized assessments, both
spoken and written - Analyze clients entire language system spoken,
written, underlying processing - Provide goals and objectives for 2 semesters of
therapy sessions - Present findings to clients family
34Graph to Present Findings
35Case Discussion Groups
- How to bring to life the diagnostic profile of
scores to plan appropriate goals - How to integrate the clients spoken language
with reading - How to develop rationales and scaffold activities
for therapy objectives
36How we can meet the needs?suggestions from 17
years of experience
- Enhance Graduate Level Education
- Create Post-professional Graduate Study
Opportunities - Provide Intensive Professional Development
37Post-professional Graduate StudyCertificate of
Advanced Study in Reading (CAS)
- History
- Licensure
- Credits
- Vouchers
- Cross Training
38How we can meet the needs?suggestions from 17
years of experience
- Enhance Graduate Level Education
- Create Post-professional Graduate Study
Opportunities - Provide Intensive Professional Development
39Professional Development
- FIPSE On-line courseware, case based, interactive
curriculum at the post-secondary level for
cross-training Speech-Language Pathologists
(SLPs) in the area of reading. - Hanson Initiative for Language and Literacy
(HILL)Whole school change model that integrates
spoken and written languageReading First and
Early Reading First