Speech language pathologists play an important role in remediating language and literacy disorders in children and adolescents with special learning needs. We address foundational literacy skills such as print awareness, phonological awareness, phonemic awareness, vocabulary, narrative skills, and listening comprehension. During language therapy we frequently use evidence based therapeutic intervention to increase the correct use of language form (phonology, morphology and syntax), language content (semantics), and many other areas. In fact, many children and adolescents with speech/language disorders struggle immensely with reading and have co-occurring specific learning disability and/or dyslexia. It is critical for them to receive quality literacy instruction. Did you know that 1 in 5 children with learning disorders have dyslexia? Many of these children are on the caseload of school based and private practice speech language pathologists and special education teachers. Dyslexia impacts the lives of individuals in many ways and they can attain success with skilled professional support.
This interview with Dr. Lauren McClenney-Rosenstein focuses on equitable literacy instruction in special education. Over the years, I have observed that some intervention programs or approaches provided in the public school system by special education teachers contribute to student success while there are some that may not be as effective. Some children with learning disabilities may continue to struggle with literacy if they are not provided quality literacy instruction. While some make progress with Wilson Reading System, S.P.I.R.E., Barton Reading & Spelling, or other research based approaches, other children may need a different method of structured intervention that is effectively implemented with consistency. It is important to remember that children are unique learners and specialists must tailor interventions to their needs. It is also important for speech language pathologists, educators, literacy specialists, and instructional coaches to collaborate in the best interest of these children.
The Orton-Gillingham approach is an evidence based way that may be used to increase the literacy skills of those with dyslexia. Dr. Lauren McClenney-Rosenstein discusses the six components of structured literacy instruction. She is the founder of Think Dyslexia and is a learning specialist, instructional coach, and Orton-Gillingham Specialist. Dr. Lauren has a passion for educating, advocating, and bringing awareness to dyslexia at the domestic and international levels. She has been a certified Special Educator for a decade and earned her Doctor of Education in Teaching, Learning, Leadership, & Curriculum in 2019 from Northeastern University and holds a dual masters in Special Education and Elementary Education from Syracuse University and a Bachelor’s degree in Psychology from Syracuse University. She currently resides in Maryland and continues to provide services and extensive resources for children and families.
Watch this interview to learn more about the components and benefits of the Orton-Gillingham approach. Make sure to subscribe to the Building Successful Lives YouTube channel to stay connected, learn, and grow so that you too can improve the lives of children and adolescents with special needs.
Here are some resources to add to your SLP or educator toolkit:
Understood – For learning and thinking differences
Yale Center for Dyslexia & Creativity
Overcoming Dyslexia by Sally Shaywitz
Phonological Awareness Progress Monitoring
I welcome your comments on my website. If you are an SLP, educator, or parent with further questions feel free to contact me. I am available to answer any questions and provide services as needed.
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Tamara Anderson, M.S., Ed.S., CCC-SLP
Speech Language Pathologist
Education Specialist & Consultant
Diversity & Equity Advocate
