Abstract
Because reading and writing are skills with a basis in oral language development, the speech-language-pathologist (SLP) should certainly play a role in intervention for children with literacy difficulties. SLPs provide vital information in the literacy assessment process, particularly in complicated cases. The purpose of this article is to describe the role of the SLP in the assessment of a Spanish-English bilingual second grade girl with a unilateral hearing loss who demonstrated delays in reading. Implications for clinical practice and indications for the involvement of the SLP are discussed.
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