Roles Y Responsabilidades Del Fonoaudiologo

Roles and Responsibilities of Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents

Table of Contents
* Technical Report
* Background
* The Nature of Literacy
* Defining Literacy
* Defining Reading
* Defining Writing
* Development of Reading and Writing
* Reading
* Writing
* Spelling
*Relationships Between Reading and Writing
* Language Base of Reading and Writing Problems
* Relevant Knowledge and Skills of Speech-Language Pathologists
* Notes

Technical Report
Background
The position statement was motivated by the need for (a) speech-language pathologists (SLPs) with the knowledge and skills to provide assessment and intervention for children whose persistentlanguage difficulties frequently involve problems with learning to read and write; (b) understanding and advocacy for the direct role SLPs should play in providing literacy instruction; (c) collaborative partnerships between SLPs and teachers to foster literacy acquisition for general education students at risk for or experiencing reading and writing disorders; and (d) responses to practicalquestions from ASHA members about roles and responsibilities.
The position statement acknowledges the background and training that prepare SLPs to support the development of (a) spoken language as a foundation for learning to read and write; (b) sound- and word-level awareness for grasping the alphabetic principle; (c) comprehension and formulation skills for using higher-order semantic and syntacticforms; and (d) knowledge of literate discourse structures for comprehending and producing coherent spoken and written texts. This statement is consistent with the ASHA Scope of Practice in Speech-Language Pathology, [1]which includes language and communication disorders in spoken, written, graphic, and manual modalities (American Speech-Language-Hearing Association, 1996) and with the ASHA Guidelinesfor the Roles and Responsibilities of the School-Based Speech-Language Pathologist (American Speech-Language-Hearing Association, 1999).
The position statement reflects an extensive body of research that confirms the importance of adequate awareness of the sound structure of words, verbal memory and retrieval, and general language knowledge in learning to read (e.g., Blachman, 1997; Catts &Kamhi, 1999). It is designed to narrow the gap between research and practice, building on research supported by the National Institute of Child Health and Human Development (Lyon, 1995, 1999; Lyon, Alexander, & Yaffe, 1997; Lyon & Moats, 1997) and a report of the National Research Council (Snow, Burns, & Griffin, 1998). It addresses the National Education Goals (U.S. Department ofEducation, America Reads Challenge, 1997), which emphasize that all children in the United States will start school ready to learn, and that every adult American will be literate. It also responds to concerns raised by publication of A Nation at Risk (National Commission on Excellence in Education, 1983) and the subsequent national standards movement (Kendall & Marzano, 1997). Finally, it isconsistent with requirements of the Individuals with Disabilities Education Act of 1997 (Public Law 105-17) that special education and related services should be linked to progress within the general education curriculum.
The position statement and accompanying guidelines also respond to requests from ASHA members to clarify the roles that SLPs should play in addressing reading and writing. They aredesigned to support the notion that professionals can collaborate with school administrators, teachers, other professionals, and parents to develop programs for promoting emergent literacy and literacy skills among general education students as well as those with identified spoken language and literacy problems. [2] They are intended to assist ASHA members in advocating for quality services,...