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Shelby Ford, Marie R. Kerins, Ed.D.

Literacy Intervention: Perceptions and Practice

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The American Speech-Language-Hearing Association (ASHA) has documented the roles and responsibilities of the Speech-Language Pathologist (SLP) in reading and writing (ASHA, 2001), as well as in their role in the school setting (ASHA, 2010). However, there is limited evidence supporting the ability of a Speech-Language Pathologist (SLP) to improve student performance outcomes as a result of their involvement in literacy and the curriculum (Powell, 2018). This study built upon current research by asking, how well do practicing Speech Language Pathologists (SLPs) perceive their knowledge and skills regarding literacy intervention for school-aged children? An electronic survey was administered to practicing SLPs who graduated from the Speech-Language Pathology master’s program at Loyola University Maryland within the past ten years. Results revealed that the majority of respondents were familiar with the roles and responsibilities of a school-based SLP, but were unfamiliar with literacy intervention across language levels that align with the Common Core Standards. The current ASHA position papers coupled with research supporting the language underpinnings of literacy reinforce the crucial role for SLPs to work collaboratively with other school-based professionals to best support students in improving language and literacy skills. This study will provide insight into current SLPs perceptions and practices in the schools. These results will also provide feedback to Speech-Language Pathology graduate training programs on the utility of language and literacy coursework and clinical experiences in preparing students to address language and literacy intervention as they enter the workforce.


American Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools [Professional Issues Statement]. Retrieved from

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

Powell, R. (2018). Unique contributors to the curriculum: From research to practice for speech-language pathologists in schools. Language, Speech, and Hearing Services in Schools, 49, 140-147. Doi: 10.1044/2017_LSHSS-17-0059

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