SLPs Collaborating on Literacy Disability Diagnoses: A Team Model

Although we recently published this paper in two installments, we received a number of messages from readers unable to hyperlink from part one to part two, and vice versa. Therefore, we are re-publishing this paper in it's entirety. Happy Holidays! ---Dr. Douglas Beck, Editor-In-Chief

The accurate diagnosis of language-based literacy disability requires a professional group effort. When professionals work together with a clear understanding and appreciation of each other's expertise and role in literacy development and disability, it can make a significant difference in the diagnosis implementation of intervention for those with language-based literacy disabilities.

The aim of this paper is twofold: 1) to illustrate how speech-language pathologists can, and why they should, contribute to a team-based literacy disability diagnostic procedure, and 2) to suggest a model for a collaborative interdisciplinary approach to such a procedure. The proposed model is appropriate for use in public and private school settings. Two sample cases will be used to illustrate the team approach from intake to diagnosis.

Why is the speech-language pathologist such an important contributor to the team of professionals involved in the diagnosis of children with literacy disability? Research over the past several decades has clearly established that successful development of reading and spelling skills requires a sound linguistic foundation (Adams, 1990; Kamhi & Catts, 1999; Hall & Moats, 1999). Speech-language pathologists come to the special education table with specialized knowledge in the following 4 areas (ASHA, 2001):

1- The nature of language, and its acquisition from birth through adulthood;
2- Typical literacy acquisition from basic to advanced skills within educational curricula;
3- The nature of literacy and the relationship between spoken and written language;
4- Language disorders and their relationship to literacy disorders.

Given this knowledge base, it is clear that speech-language pathologists have much to offer to an evaluation team. Their expertise is a critical element in diagnosing a language basis for literacy difficulty. Speech-language pathologists draw upon their understanding of the connections between language and literacy. These connections are overviewed below to facilitate the reader's understanding of the collaborative diagnostic process to follow.