{{ (moduleVm.actions && moduleVm.changeStatus) ? moduleVm.status : '' }} Embedding Evidence-based Practices to Address Literacy in School-based Speech-language Therapy

Activity Steps



Learning to read is challenging for many children. Proficiency in reading is linked to better outcomes in academics, social skills, and life opportunities. Unfortunately, children's literacy skills are not addressed in school-based settings.

The authors provide information for why literacy should be addressed within the context of therapy, the positive effects that literacy interventions confer, and an examination of current practices regarding treating reading as a therapy target. They make recommendations for perspectives and approached to address the challenges and barriers faced by school-based SLPs.

The article concludes with suggestions for perspectives and approaches that may address the challenges and barriers faced by school-based SLPs, who should embed evidence-based literacy interventions for children with LI in their therapeutic activities.


This course is offered for 0.10 ASHA CEUs
(Intermediate Level, Professional Area).

Purpose of Activity

To gain knowledge about literacy interventions (LI) provided by the Speech-Language Pathologist (SLP) and their impact on decoding and reading comprehension.

Learning Objectives

After completing this continuing education activity you will be able to:

  1. Recognize the connection between literacy and language.
  2. Identify the role of the SLP for addressing language and literacy difficulties.
  3. Describe the types of literacy difficulties identified for children who receive LI.
Price: $15.00


  • ASHA 0.1 CEU



Test Code: TLD4203
Published: Oct/Dec 2020
Expires: 10/31/2025
Required Passing Score: 4/5 (80%)
Authors: Sherine R. Tambyraja, PhD; Mary Beth Schmitt, PhD, CCC-SLP
Specialties: Communication, Language, Speech