Experiences and Perceptions of School-Based Speech-Language Pathologists Related to Literacy: Results From a National Survey.

Purpose: School-based speech-language pathologists (SLPs) play an important role in supporting children with reading and writing difficulties. The purpose of this study was to describe the training, experiences, and knowledge of SLPs who work in preschool, elementary school, or middle/high school settings in relation to children with reading and writing difficulties.

Method: Preschool and school-based SLPs ( = 280) participated in an online survey, with items related to preservice and in-service training experiences, experiences and perceptions of competence related to reading and writing assessment and instruction with students on their caseload, and knowledge of reading and writing.

Early Identification of Reading Comprehension Difficulties.

Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress monitoring probes across the school year.

Validity of a Non-Speech Dynamic Assessment of Phonemic Awareness via the Alphabetic Principle.

Most assessments of phonemic awareness require speech responses and cannot be used with individuals with severe speech impairments who may use augmentative and alternative communication (AAC). This study investigated the reliability and construct validity of the Dynamic Assessment of Phonemic Awareness via the Alphabetic Principle (DAPA-AP), which does not require speech. In all, 17 adults with mild to moderate intellectual disabilities completed the DAPA-AP, a letter-sound knowledge task, four measures of phonological awareness, and two reading assessments.

Early identification of reading disabilities within an RTI framework.

Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress-monitoring probes across the school year.

Prevalence and Nature of Late-Emerging Poor Readers.

Some children demonstrate adequate or better reading achievement in early school grades, but fall significantly behind their peers in later grades. These children are often referred to as late-emerging poor readers. In this study, we investigated the prevalence and heterogeneity of these poor readers.

The use of a dynamic screening of phonological awareness to predict risk for reading disabilities in kindergarten children.

This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency.

Floor effects associated with universal screening and their impact on the early identification of reading disabilities.

Response to intervention (RTI) holds great promise for the early identification and prevention of reading disabilities. The success of RTI rests in part on the accuracy of universal screening tools used within this framework. Despite advancements, screening instruments designed to identify children at risk for reading disabilities continue to have limited predictive validity.

Reading achievement growth in children with language impairments.

Purpose: This study examined the reading achievement growth of children with language impairments (LI) across the school grades. The authors sought to determine whether children with LI demonstrate a delayed, deficit, or cumulative pattern of reading achievement growth when compared with children with typical language (TL).

Method: A group of 225 children with LI and a group of 379 children with TL were identified in kindergarten and were administered multiple measures of word recognition and reading comprehension in 2nd, 4th, 8th, and 10th grades.