From Research to Reality: Use of literacy-based targets in Speech-Language Therapy and Special Education Classrooms

Abstract

Children with language impairment (LI) are at substantial risk for short and long term delays in reading development. This fact is neither surprising nor new information, as language and literacy skills have been shown to be highly correlated. Empirical evidence suggests that literacy interventions are effective in boosting the reading outcomes of children with LI; however, research into business-as-usual practices in the public schools suggests that children with LI receive very little time devoted to literacy-based instruction, including speech-therapy and special education classrooms. This article discusses the connection between oral language and literacy for children with LI, federal mandates that guide intervention, and current research regarding provision of literacy intervention for children with LI.