Language & Literacy

Language & Literacy Services

At 'Talk to Tots,' our speech-language pathologists (SLPs) bring a special understanding to literacy. We recognize that students facing speech-language challenges may also struggle with reading, and our SLPs are uniquely equipped to help. With specialized training in addressing language-based learning difficulties, our team provides personalized interventions, strategies, and support to improve children's reading, writing, and communication skills. This comprehensive approach not only enhances academic performance but also boosts overall confidence in their abilities.

Clear communication forms the foundation of our lives, of humanity. With language, we create connections with others, show empathy, ask for help, learn, grow, and let people know we love them. We live in a world of words. And when children can’t read or spell, it hurts their ability to communicate and live in that world with teachers, parents, and friends. That's why at 'Talk to Tots,' we're passionate about equipping children with the tools they need to navigate this world of words confidently.

We believe in teamwork and collaboration. Our SLPs work closely with students, parents, teachers, and other professionals involved in their care to ensure everyone is aligned and working towards the same goals. We also invite parents to participate in sessions so they can reinforce practice at home, strengthening the progress made during therapy sessions. At 'Talk to Tots,' we're dedicated to helping your child overcome reading challenges and thrive academically and personally. Because when it comes to communication, every child deserves the chance to succeed and shine.

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Literacy Development

Literacy is the ability to read and write, and in order to develop this skill, children need to understand how speech and language work together. In order to read and write, there are 3 areas that need to work together:

Orthography: This involves knowing how letters and symbols correspond to sounds and words, and how they are used to convey meaning in written communication. This is the part of the brain that recognizes lines and symbols in the word "hat" as the letters h-a-t.
Phonology: This involves understanding the sound system of a language, including the different sounds (phonemes) and their variations, as well as the rules governing how these sounds are combined and organized in speech. Phonology is crucial for literacy because it helps children learn to recognize and produce the sounds of letters, understand phonics (the relationship between letters and sounds), and decode words when reading.
Semantics: This involves understanding the relationships between words, their definitions, and how they are used in context to convey specific meanings. In literacy development, understanding semantics helps readers comprehend what they read and express themselves effectively in writing by using words accurately and appropriately.

SLPs are uniquely qualified to target and support literacy development. When kids have trouble saying sounds correctly, they might also have trouble connecting those sounds to the letters they see; this can make reading and writing difficult for them. Kids who are slow to pick up language skills might struggle with reading and writing, too. They might find it hard to understand what they read, organize their thoughts when writing, or read smoothly.

There are many aspects of language that affect literacy, such as grammar, vocabulary, and comprehension. SLPs undergo years of training in order to address these areas of language. Overall, speech pathologists play a crucial role in helping children develop the language and literacy skills they need to succeed academically and socially. By addressing literacy within their scope of practice, they contribute to the overall communication well-being of their client.

Roles and Responsibilities of Speech-Language Pathologists with Respect to Reading & Writing in Children and Adolescents According to ASHA

The connections between spoken and written language are well established in that:

Spoken language provides the foundation for the development of reading and writing;
Spoken and written language have a reciprocal relationship, such that each builds on the other to result in general language and literacy competence, starting early and continuing through childhood into adulthood;
Children with spoken language problems frequently have difficulty learning to read and write, and children with reading and writing problems frequently have difficulty with spoken language [2];
And instruction in spoken language can result in growth in written language, and instruction in written language can result in growth in spoken language.

As with difficulty in learning to listen and speak, difficulty in learning to read and write can involve any of the components of language—phonology, morphology, syntax, semantics, and pragmatics. Problems can occur in the production, comprehension, and awareness of language at the sound, syllable, word, sentence, and discourse levels. Individuals with reading and writing problems also may experience difficulties in using language strategically to communicate, think, and learn. These fundamental connections necessitate that intervention for language disorders target written as well as spoken language needs.

SLPs' knowledge of normal and disordered language acquisition, and their clinical experience in developing individualized programs for children and adolescents, prepare them to assume a variety of roles related to the development of reading and writing.

Source & Notes:

American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement]. Available from www.asha.org/policy.

[1] including those with severe or multiple disabilities. SLPs also make a contribution to the literacy efforts of a school district or community on behalf of other children and adolescents. These roles are implemented in collaboration with others who have expertise in the development of written language and vary with settings and experience of those involved.

[3] In these documents, the terms problems, difficulties, and impairments are used interchangeably to describe concerns about spoken or written language development; where applicable, literature reviews maintain terminology of the original.