Language, Speech, and Hearing Services in Schools Vol.42 3-17 January 2011. doi:10.1044/0161-1461(2010/09-0068)
© American Speech-Language-Hearing Association
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Articles

Providing Written Language Services in the Schools: The Time Is Now

Karen A. Fallon
Towson University, Towson, MD

Lauren A. Katz
Bowling Green State University, Bowling Green, OH

Contact author: Karen A. Fallon, Towson University, Department of Audiology, Speech-Language Pathology, and Deaf Studies, 8000 York Road, Towson, MD 21252. E-mail: kfallon{at}towson.edu.

Purpose: The current study was conducted to investigate the provision of written language services by school-based speech-language pathologists (SLPs). Specifically, the study examined SLPs' knowledge, attitudes, and collaborative practices in the area of written language services as well as the variables that impact provision of these services.

Method: Public school–based SLPs from across the country were solicited for participation in an online, Web-based survey. Data from 645 full-time SLPs from 49 states were evaluated using descriptive statistics and logistic regression.

Results: Many school-based SLPs reported not providing any services in the area of written language to students with written language weaknesses. Knowledge, attitudes, and collaborative practices were mixed. A logistic regression revealed three variables likely to predict high levels of service provision in the area of written language.

Conclusion: Data from the current study revealed that many struggling readers and writers on school-based SLPs' caseloads are not receiving services from their SLPs. Implications for SLPs' preservice preparation, continuing education, and doctoral preparation are discussed.

KEY WORDS: written language, literacy, skills


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