Influence of Research and Policy on Practice in Today’s Schools: Reading, Evidence, and Speech-Language Pathology Speech-language pathologists (SLPs) who work in our nation’s elementary schools are faced with two key challenges in the present educational climate that is defined by No Child Left Behind: (a) selecting practices that meet the criteria of scientifically-based interventions and (b) promoting reading achievement and reducing the ... Article
Article  |   October 01, 2005
Influence of Research and Policy on Practice in Today’s Schools: Reading, Evidence, and Speech-Language Pathology
Author Affiliations & Notes
  • Laura M. Justice
    University of Virginia, Charlottesville
Article Information
Speech, Voice & Prosodic Disorders / School-Based Settings / Professional Issues & Training / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Articles
Article   |   October 01, 2005
Influence of Research and Policy on Practice in Today’s Schools: Reading, Evidence, and Speech-Language Pathology
SIG 11 Perspectives on Administration and Supervision, October 2005, Vol. 15, 6-10. doi:10.1044/aas15.3.6
SIG 11 Perspectives on Administration and Supervision, October 2005, Vol. 15, 6-10. doi:10.1044/aas15.3.6
Speech-language pathologists (SLPs) who work in our nation’s elementary schools are faced with two key challenges in the present educational climate that is defined by No Child Left Behind: (a) selecting practices that meet the criteria of scientifically-based interventions and (b) promoting reading achievement and reducing the prevalence of reading difficulties through preventive interventions. For the school-based SLP, these two challenges are not mutually exclusive principles of practice. In the current climate of educational policy, there is, and likely will continue to be, a great emphasis on accountability in the decisions that are made in structuring children’s early learning experiences, particularly those that will reduce the reading-achievement problem that pervades our Nation. In order to meet today’s accountability requirements, professionals require access to evidence-based practices to remediate early differences between children who are progressing well in their reading achievements and those who are not.
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