SLP's Role in Managing Dyslexia

May 6, 2024

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Class Notes on SLP's Role in Dyslexia

Summary:

In today's episode of SLP Nerdcast, guests Heather Casa and Karina Kadi discussed the crucial role of speech language pathologists (SLPs) in addressing dyslexia. They emphasized the significance of early identification, the overlaps between speech-language skills and literacy, and the broader scope of support that SLPs can provide in this area.

Important Points:

  • Dyslexia Overview:

    • Dyslexia is a specific learning disability that is neurobiological in origin.
    • It involves difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities.
    • Early identification and intervention are crucial in managing the impact of dyslexia.

  • Role of SLPs in Dyslexia:

    • SLPs can play a significant role not just in direct intervention but also in supporting literacy through their expertise in language functions.
    • They can help in early identification of dyslexia by being alert to signs in children who are already receiving services for speech or language issues.
    • SLPs can work collaboratively with teachers and other professionals to support children with dyslexia, through both direct intervention and by supporting other domains like reading comprehension and phonological awareness.

  • Service Delivery Domains:

    1. Collaboration and Education:

      • Partnership with teachers, reading specialists, and parents is vital.
      • Education of school staff about early signs of dyslexia and appropriate interventions.

    2. Counseling:

      • Address the emotional and psychological needs of children with dyslexia.
      • Provide support and strategies to help reduce anxiety related to reading and academic performance.

    3. Prevention and Wellness (Upstream thinking):

      • Focus on early screening and intervention to address issues before they escalate.
      • Overcome barriers such as lack of awareness or delayed intervention.

    4. Screening and Assessment:

      • Engage in or consult on the screening processes for dyslexia in educational settings.
      • Utilize specific assessments to identify areas of need related to dyslexia, such as phonological processing, decoding, reading fluency, etc.

    5. Treatment:

      • (To be covered in-depth in a follow-up session).
      • Adjust speech and language therapy activities to also support literacy development.

    6. Modalities, Technologies, and Instrumentation:

      • Use assistive technology to support reading and writing, such as text-to-speech tools and simplified text formats.

    7. Populations and Systems:

      • System-level advocacy to integrate dyslexia-related supports and resources within school systems and therapy practices.

Action Steps:

  • Short-term: Reflect on current practices and identify immediate changes that can support children with dyslexia; identify any students who might be showing early signs of dyslexia.
  • Long-term: Research state-specific dyslexia legislation and resources; consider additional training or certifications related to dyslexia; think about how to incorporate systematic support for dyslexia into your practice or school.

Final Thoughts:

Every child deserves a champion, and as SLPs, there is a tremendous opportunity to be that champion for children with dyslexia by using your professional skills to support their academic and emotional well-being.