The Collaborative Practices Between School-Based SLPs and Teachers for Enhancing Literacy Development

Date of Submission

Spring 2026

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Lourdes Martinez-Nieto, PhD

Abstract

Literacy outcomes in the United States remain a concern, with fewer than 67% of eighth graders and 60% of fourth graders meeting basic reading proficiency levels (The Nation’s Report Card, 2025). Effective collaboration between school-based speech-language pathologists (SLPs) and teachers has been identified as a key factor in supporting literacy development; however, the nature and consistency of this collaboration remain unclear. This study examines the current state of collaboration between school-based speech-language pathologists (SLPs) and teachers in supporting literacy development, as well as the barriers that affect these collaborations. A 43-question survey was used to reveal the current status of collaboration, perceptions of roles and responsibilities, and beliefs and practices surrounding literacy in the schools. We collected survey responses from 124 Speech-Language Pathologists/Speech Language Pathologist Assistants and 45 Teachers. Their responses were critically analyzed and suggest that both professions recognize literacy development as a shared responsibility; however, collaboration is hindered by time constraints, unclear professional roles, and communication barriers, as well as inconsistencies in how literacy instruction is conceptualized across disciplines. These findings indicate the importance of clarifying roles and responsibilities, improving communication, and providing targeted, interdisciplinary professional development to enhance overall collaboration among professions involved in literacy development.

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