Dyslexia and hearing1/21/2024 ![]() A recent survey found that over half of the surveyed public thought learning disabilities, including dyslexia, were the result of laziness and/or a poor home environment ( Cortiella & Horowitz, 2014). In fact, it is astounding how much misinformation there is about dyslexia (and learning disabilities in general). Though dyslexia is a widely known condition, unfortunately it is also widely misunderstood. The compilation of articles in this forum provides a heap of factual information about dyslexia. Seek Out Facts on Dyslexia and Share Those Facts With Your Colleagues and Parents It is in these big and small ways that you can positively impact children with dyslexia.Ģ. ![]() Partner with teachers, special educators, reading specialists, school psychologists, and administrators to improve literacy outcomes in your schools. Feel confident in your language knowledge and your unique training in phonetic transcription and all things phonology. Start a multidisciplinary journal club to read articles about literacy acquisition, dyslexia, and evidence-based reading instruction. Collaborate with your peers to improve literacy practices in your schools. Share informally and formally, far and wide, what you have learned about dyslexia. Regardless of your past training, the fact that you are reading this epilogue shows your strong commitment to or curiosity about dyslexia, and you should be commended. In my view, it is the primary responsibility of clinical training programs to provide explicit instruction on ways in which speech-language pathologists contribute to the area of reading disabilities including dyslexia to make clear that speech-language pathologists have critical phonological knowledge that can inform word-reading assessment and intervention to educate speech-language pathologists on the process by which typical children develop sound–letter correspondence, orthographic knowledge, and fluent word reading and to ensure that speech-language pathologists know that we can diagnose and treat dyslexia within our scope of practice. Moreover, it is not uncommon for me to hear from speech-language pathologists that, even though they feel confident in their ability to assess, treat, and consult on comprehension of written text, they do not feel the same confidence when assessing, treating, or consulting on word reading and dyslexia. The amount of time and coursework offered on reading in speech-language pathologist training is variable across programs, and in a similar survey, a majority of school-based speech-language pathologists “described their educational and clinical training as ‘limited’ in the evaluation and treatment of children with written language disorders” ( Blood, Mamett, Gordon, & Blood, 2010, pg. Since that time, countless publications have discussed, debated, and asserted our place in the assessment and intervention of reading disabilities ( Catts & Kamhi, 2004 Ehren & Ehren, 2001 Kamhi, Allen, & Catts, 2001 Nelson, 2010 Schuele, 2017 Schuele & Larrivee, 2004 Spracher, 2000) however, based on a national sample of over 600 school-based speech-language pathologists, only 50% felt prepared to help struggling readers, and, further, 50% believed that literacy should not be in the scope of our practice ( Katz, Maag, Fallon, Blenkarn, & Smith, 2010). It has been nearly two decades since the American Speech-Language-Hearing Association ( ASHA, 2001) released its position statement on the roles and responsibilities of speech-language pathologists in reading. Have Confidence in Your Expertise and Embrace the Role You Have in the Lives of Children With Dyslexia (Whatever That Role May Be)
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