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Allie Kowal

Professional Development Plan: Language & Literacy

As a future speech-language pathologist, I would like to gain more information about

language and literacy and the knowledge and skills that are necessary to become an expert in

this area. Literacy is all about facilitating a childs reading, writing, speaking, and listening

development throughout the pre-kindergarten and early educational years. Reading, writing,

speaking, and listening are all foundational skills that are essential for maintaining ones social

well-being and academic success (Christie, Enz, & Vulelich, 2003). As a child begins to

experience talking and listening during the preschool years, they will then learn to read and

write in the early elementary school years (American Speech-Language-Hearing Association,

2016). Through the specialized knowledge and experience from a speech-language pathologist,

children with language-learning difficulties related to literacy can be identified at an early age.

However, many speech-language pathologists claim that they do not have enough room on their

caseloads to teach literacy or that they do not feel like they have the necessary knowledge and

skills to target it during intervention. Often times, literacy instruction is left to the reading

specialist to target. Upon leaving graduate school and embarking on my career as a speech-

language pathologist, I want to ensure that I gain access to adequate instruction pertaining to

reading, writing, and spelling. This discussion will also highlight my plan for further developing

clinical skills in evidenced-based practice, cultural competence, and interprofessional

collaboration.

Speech-language pathologists play a pivotal role in literacy among children and

adolescents. According to the American Speech-Language-Hearing Association, the Scope of

Practice states that speech-language pathologists will provide services targeting preliteracy and

language-based literacy skills. In regards to the roles and responsibilities of speech-language

pathologists and literacy, clinicians are responsible for early identification, literacy intervention,
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identification of literacy problems among older students, and research. In addition to the roles

and responsibilities with regards to reading and writing, there is also specialized knowledge that

speech-language pathologists must exhibit in order to provide effective services in language

and literacy. The knowledge and skills for reading and writing roles include the following: the

nature of literacy, normal development, disorders of language and literacy, clinical tools and

methods, and collaboration, leadership, and research principles. The knowledge and skills for

literacy that speech-language pathologists are expected to have will impact their role in

prevention, identification, assessment, and intervention (American Speech-Language-Hearing

Association, 2016).

Speech-language pathologists must have the theoretical or practical understanding

about language and literacy in order to become a successful service provider in this area.

According to the American Speech-Language-Hearing Association, there are five major areas of

knowledge relating to language and literacy. First, it is important to have an extensive

understanding of the nature of literacy, involving how spoken and written language influence

one another and how reading and writing are avenues for communication and learning. This

would include knowledge about the relationship between spoken language and reading,

components of written language, composition of literate discourse, and similarities and

differences of spoken and written language. One must also be familiar with the stages of literacy

development and how this impacts student learning in regards to the general education

curriculum. Examples of this would include understanding emergent literacy contributions to

literacy development and knowing age- and grade- based milestones in regards to phonological

awareness, alphabet knowledge, decoding and encoding words, etc. In addition, it is important

to have a background in metalinguistics in regards to reading, as well as an understanding

about how cultural and linguistic diversity can impact both spoken and written language

(American Speech-Language-Hearing Association, 2016).

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Speech-language pathologists must also have the knowledge of language-based

disorders related to literacy and understand how they are linked to other communication

disorders. Difficulties in reading, writing, and spelling can have major implications on language-

learning disabilities such as autism spectrum disorder, cognitive disabilities, hearing

impairments, sever speech impairments, etc. In addition to having knowledge of disorders of

spoken language and literacy, speech-language pathologists are responsible for utilizing the

proper tools and methods that will facilitate growth in these areas. This may include knowledge

about screening procedures, assessment models and dynamic assessment techniques, and

effective intervention approaches. Lastly, speech-language pathologists must understand that

collaboration, leadership, and advocacy will not only expand his or her knowledge base

regarding language and literacy, but that it can also help the students succeed in the classroom.

One must have knowledge about collaborating and interacting with other professionals in order

to come to conclusions about assessment, edibility, and intervention decisions. This would

include knowing strategies and techniques to implement when working in teams, understanding

the facilitys rules and regulations regarding clinical practice, as well as knowing how to conduct

relevant research for language and literacy (American Speech-Language-Hearing Association,

2016).

In addition to having the theoretical and practical understanding about language and

literacy, speech-language pathologists must also have the ability to apply this knowledge to

specific situations. Speech-language pathologists must demonstrate prevention skills that show

their knowledge of risk factors that can lead to language and literacy difficulties. This would

include educating families about possible risk factors and identifying children who may be at risk

for reading, writing, and spelling issues. It is important to teach parents and caregivers how to

provide rich emergent literacy experiences for their children. In addition to prevention skills,

speech-language pathologists must be able to assist teachers in identifying at-risk students who

exhibit symptoms of literacy-learning problems, recognize general and special students who
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may require literacy-directed intervention, as well as work with special populations to provide

necessary services. There are also several skills that are essential for speech-language

pathologists to possess in order to accurately and appropriately carry out the assessment

process. Clinicians should be able to select and implement current and researched-based

assessment materials and methods when determining the presence or absence of a language-

learning difficulty in regards to literacy. During the assessment process, speech-language

pathologists should utilize a variety of assessment tools in order to gather a comprehensive

examination of the individual. For example, it would be appropriate to gather both a reading and

writing sample in order to capture the individuals best skills in language and literacy. Dynamic

assessment techniques should also be utilized during this process in order to rule out other

possibilities, as well as conducting culturally and linguistically appropriate methods and

materials. Lastly, speech-language pathologists must demonstrate intervention skills related to

literacy that may include the following: applying current evidenced-based research techniques,

using assessment data to drive intervention, helping individuals generalize the skills from

intervention to the classroom, teaching learning strategies for reading and writing, and writing

thorough individualized treatment plans to guide therapy (American Speech-Language-Hearing

Association, 2016).

As a future professional in the field of speech-language pathology, I will go the extra mile

throughout my career to ensure that I have the necessary knowledge and skills to become an

expert in literacy development. During the first ten years of my career and beyond, I will hone

my clinical skills by earning continuing education units with the American Speech-Language-

Hearing Associations professional development courses that specifically feature language and

literacy. I will collaborate with other professionals in the field, as well as general education

teachers and reading specialists, to gain more knowledge and skills about language and

literacy. I will continue to use SIG 01 (Language Learning and Education) as a trusted resource

in order to guide my clinical practice. I will stay up-to-date with the most current research by
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reading the ASHA Leader and using ASHAs evidence maps to guide my evidence-based

decision making process. I will also consider becoming a certified speech-language pathologist

with a national board certification as a professional with expertise in child language. Lastly, I will

continue to reflect on my skills as a culturally-competent service provider through continuous

self- assessment and development of cultural knowledge. Having a broad base of knowledge

and skills, continuing my education, collaborating with colleagues and other professionals,

reading the latest evidence and research, and developing cultural competence will enable me to

become a more knowledgeable and skilled clinician in the area of language and literacy

development.
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References

American Speech-Language-Hearing Association. (2017) Cultural Competence. Available at

the Practice Portal at http://www.asha.org/Practice-Portal/Speech- Language-
Pathologists/

American Speech-Language-Hearing Association. (2016). Emergent literacy. Retrieved from

http://www.asha.org/public/speech/emergent-literacy/

American Speech-Language-Hearing Association. (2016). Knowledge and skills needed by

speech-language pathologists with respect to reading and writing in children and
adolescents. Retrieved from http://www.asha.org/policy/ks2002-00082.htm#sec1.3

American Speech-Language-Hearing Association. (2016). Roles and responsibilities of speech-

language pathologists with respect to reading and writing in children and adolescents.
Retrieved from http://www.asha.org/policy/GL2001-00062/

Christie, J. F., Enz, B., & Vukelich, C. (2003). Teaching language and literacy: Preschool
through the elementary grades. Boston: Allyn and Bacon.