Literacy and speech therapy

Reading and writing are deeply interconnected with speaking and listening.  You may have seen this represented through the "Reading Rope". Developed by Dr Hollis Scarborough, the Reading Rope shows how proficient reading is dependent on language (i.e., background knowledge, vocabulary, language structures, verbal reasoning, etc.) and word recognition. Speech therapists are uniquely qualified to support people with literacy difficulties, given their understanding of language and evidence-based literacy instruction. 

You can view the Reading Rope represented here.

Some common presentations that we see include:

1. Difficulty learning the sounds associated with each letter. 
2. Difficulty sounding out words. Frequently guessing at the word. Sounding out the word is laborious and time-consuming. 
3. Slow reading speed, which impacts comprehension.
4. Able to read the text aloud, but struggling with understanding the content.
5. Difficulty spelling words - including spelling words in inconsistent ways, and frequent spelling errors. 
6. Difficulty generating ideas and organising writing into coherent sentences or paragraphs. 
7. Frequent grammar or punctuation errors in writing. 
8. Reluctance to engage in reading and other literacy activities due to previous experiences of failure. 
9. Low self-esteem, and acting out or withdrawing from school.

People who have literacy difficulties often present with co-occuring language, learning, or attention difficulties. Effective interventions often involve a multidisciplinary approach, including speech-language therapy, academic support, and support for attention and retention. 

• Assessment

A comprehensive assessment (that includes an assessment of spoken language and literacy skills) can help you understand specific areas of weakness that are making literacy difficult. Diagnoses of language disorder and / or dyslexia can be provided following the assessment if deemed appropriate. 

• Intervention

Intervention may involve improving oral language (e.g., vocabulary and grammar) and providing an evidence-based literacy program based on synthetic phonics. For people who have difficulties with reading fluency, intervention may involve teaching strategies for decoding words more quickly. For people with writing difficulties, intervention may focus on improving planning and narrative structure.

Professional development in this area is important for us. Harrison is currently trained in Sounds-Write and Read 3. He also maintains professional membership of SPELD NSW, which provides support for people with learning difficulties.