Embedding Evidence-Based Practices to Address Literacy in School-Based Speech–Language Therapy

This article reviews evidence for why literacy should be addressed within the context of therapy, the positive effects that literacy interventions confer, and an examination of current practices regarding treating reading as a therapy target. The article concludes with suggestions for perspectives and approaches that may address the challenges and barriers faced by school-based SLPs, who should embed evidence-based literacy interventions for children with LI in their therapeutic activities.
Source: Topics in Language Disorders - Category: Speech-Language Pathology Tags: Original Articles Source Type: research