Page 18 - FDLRS Focus 2019

Speech Language Pathologist (SLP)

What does a Speech Language Pathologist (SLP) do to support literacy?

SLPs play an integral role in literacy development from PreK through 12th grade, as reading, writing,
speaking and listening are all language based activities. The firm foundation for competent readers is solid
language skills – phonological/phonemic awareness (sound letter correlation, manipulating sounds within
words, counting syllables in words, rhyming, etc.), morphology (prefixes and suffixes, etc.), semantics/
vocabulary, syntax/grammar skills (complex and compound sentences, passive, etc.), pragmatics (language
use)/perspective taking in text. Here are some examples of what our SLPs in the District do to promote literacy:

Child Find/Diagnostics (2 and 3 year olds): “We have a box of used books, donated or collected from
a variety of sources, and we take the opportunity to give a couple to a parent when we've completed our
evaluation process. It's a little thing, but we also have the chance to impress upon parents the importance of
literacy to their child's development, not just "talking" or cooperative behavior (the two biggest concerns for
most families!).” In PreK: the focus on pre-literacy skills includes a ton of phonological awareness activities.
With each theme we work on syllable blending and segmentation of vocabulary words, where we blend and
clap out the syllables in picture cards and put them on a chart. During snack/lunch, we have "RhymeTime". I
read books heavy on rhyming … “reaching out to my community via GOOGLE CLASSROOM. My parents
absolutely LOVE my CLASSROOM”.

Kindergarten: “With my Kindergarten students, we begin a "unit" by reading aloud a story. I'm careful to
choose stories that are rich in vocabulary, have vibrant pictures, and incorporate several characters.”
“This year I was able to make my schedule according to the Fine Arts schedule. It left me about an hour and
a half every morning. I use this time to push into each kindergarten classroom twice a week and work on oral
language skills and phonological awareness in a small group with the lowest students in the class. I LOVE
the phonological awareness screener from our SLP website. With that information and the beginning of the
year assessments, I helped the K teachers group the students into reading groups. I push in twice a week and
primarily focus on phonological awareness.”

Elementary and Secondary: “With my third grade students, we also begin a unit by reading aloud a story.
In order to align with what they are learning in the classroom, I choose different types of books (non-fiction,
fairy tales, fiction, etc.) Also, I'm careful to choose stories that are rich in "Tier 2" vocabulary words. I choose
4 words from each story to focus on. I print each word along with two different pictures that illustrate each
word meaning.” “For students with Autism (ASD): Picture dictionary, Lectionary boxes, and Frayer Model
with ASD/IND...”“I pair picture symbols with text to increase the likelihood of comprehending the text. For
example: I try to use core vocabulary paired with text consistently on a large manual board.”

“If they are working on compare/contrast, main idea, sequencing, multiple meaning words, figurative
language, etc. I will try to integrate the same topics in my therapy lessons. Maybe we can also make posters
that week to integrate some of the areas we have addressed so far especially focusing on comprehension and
vocabulary.”

High School - “Newsela, Readworks, or magazine article to address all the Literacy
type IEP goals. I think talking about the vocabulary words and relating it to personal
experiences is the best way for the students to remember the words.”

Joan Clark, Ed.S., CCC SLP
Program Planner, SLI, OT and PT
Page 18 FDLRS Focus