RESUMEN

PURPOSE: Speech-language pathologists (SLPs) and reading professionals provide educational services to children who are at risk for reading difficulties, although these professions do not necessarily coordinate efforts. To date, there is limited evidence regarding the proportion of children who receive services from both professionals. The current study reports the prevalence and overlap of speech-language and reading services provided to kindergartners and first graders in Virginia. METHOD: This study analyzed a population-level database of reading screening scores from 74,730 kindergartners and 75,088 first graders. Information regarding the speech-language services received by these children was obtained. Prevalence rates of speech-language impairment, reading risk, and comorbidity were calculated. The distribution of children receiving speech-language services across categories of reading competence was examined. RESULTS: Findings indicated that ∼6% of the children received speech-language services and 11.1% of the kindergartners and 13.7% of the first graders received reading services. One-quarter of the children receiving speech-language services also received reading services. Furthermore, children receiving speech-language services received reading services at twice the rate of children who were not receiving speech-language services in both kindergarten (23.1% vs. 9.1%) and first grade (25.2% vs. 11.3%). CLINICAL IMPLICATIONS: This study provides empirical support for improving coordination between SLPs and reading professionals.

Asunto(s)

Trastornos del Lenguaje/terapia , Lectura , Patología del Habla y Lenguaje/estadística & datos numéricos , Niño , Preescolar , Femenino , Humanos , Trastornos del Lenguaje/epidemiología , Masculino , Prevalencia , Trastornos del Habla/terapia , Estados Unidos/epidemiología , Virginia

RESUMEN

The American Speech-Language-Hearing Association (2001) recently asserted that speech-language pathologists can and should play an important role in promoting literacy for young children with communicative impairments. Early literacy screening provides a valuable tool for speech-language pathologists to use for the timely detection of difficulties in literacy achievement. In addition, results of early literacy screening can be used to guide intervention and instruction. This article provides a rationale for incorporating early literacy screening into service delivery. It also makes recommendations for determining which children and what areas of literacy should be targeted in screening activities. Suggestions for interpreting findings are also provided, as are strategies for using screening to guide early literacy intervention.