Children with and without Developmental Language Disorder

Date of Submission

Spring 2026

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

Abstract

Understanding the scope of practice for Speech-Language Pathologists (SLPs) in literacy intervention and the challenges they face in effectively supporting individuals with dyslexia is crucial. This understanding highlights gaps in teacher knowledge and misconceptions regarding the roles of SLPs, which can hinder collaboration in educational settings. This paper explores how dyslexia is conceptualized within the broader context of SLPs' scope of practice and service delivery. Utilizing a mixed-methods design, this study examines U.S. teachers' knowledge and perceptions of SLPs' roles in dyslexia intervention and identifies perceived barriers to interdisciplinary collaboration. Findings indicate that while teachers generally value the contributions of SLPs and support collaborative efforts, many lack a clear understanding of SLPs' involvement in dyslexia-specific assessment and intervention. Although participants reported a general familiarity with the role of SLPs, most demonstrated limited knowledge of their specific contributions to dyslexia assessment and intervention. Teachers expressed strong agreement that collaboration enhances student outcomes, yet uncertainty remained regarding SLPs’ roles in diagnosing dyslexia and addressing the broader language components of literacy.

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