This SIG 10 activity explores two articles focused on speech-language pathologists’ roles in literacy. The first article, by Farquharson et al., examines a feasibility study for developing a free dyslexia diagnostic team in a university speech and hearing clinic. A team, testing battery, and recruitment plan were created for implementation during the university’s summer semester. Successes, challenges, and concerns about the sustainability of the team are discussed. The second article, by Yi and Erickson, analyzes the occurrence of literacy-related coursework in 50 accredited speech-language pathology graduate programs selected by stratified random sampling. Variables investigated included geographical region, Carnegie Classification of research activity, and the U.S. News & World Report ranking of each program. Trends in literacy offerings related to these variables are discussed.

Learning Outcomes
You will be able to:

• provide three measures that can be used within a dyslexia diagnostic assessment battery and a summary of the feasibility of creating a dyslexia diagnostic team, including one barrier and one facilitator
• describe the relationship between the likelihood of programs offering literacy coursework and (a) geographical region, (b) Carnegie Classification of research activity, and (c) U.S. News & World Report ranking

Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Articles in This Course

1. Developing a Dyslexia Diagnostic Team: A Feasibility Project by Kelly Farquharson, K. Brooke Ott, and Anne C. Reed, published in SIG 10, Volume 9, Issue 4, August 2024
2. Literacy Coursework in Speech-Language Pathology Graduate Programs: An Exploration of 50 Programs by Julia J. Yi and Karen A. Erickson, published in SIG 10, Volume 9, Issue 3, June 2024