Schoolwide Collaboration to Prevent and Address Reading Difficulties: Opportunities for School Psychologists and Speech-Language Pathologists

Abstract

With the increase in schoolwide practices to improve reading instruction for all students and provide supplemental interventions for struggling readers, the need for collaboration among education professionals has become increasingly important. This article focuses on the expanding opportunities for collaboration between school psychologists and speech-language pathologists in schoolwide models such as Response to Intervention. Examples of collaboration and an approach for expanding collaborative efforts are offered for school psychologist and speech-language pathologist practitioners working in schools using schoolwide models of reading instruction.

Additional information

Notes on contributors

Leah M. Nellis

Leah M. Nellis, PhD, is an Associate Professor in the School Psychology Program at Indiana State University. Her interests focus on school-based consultation, collaboration and teaming, and processes for school improvement.

Linda Sue Sickman

Linda Sue Sickman, PhD, is a Speech-Language Pathologist, earning her BA from Butler University and her MA from Ball State University; and, after working for 11 years in various settings with a focus on serving children and supervising graduate student clinicians from various universities, she earned her doctorate in Communication Sciences and Disorders with a focus on child language and literacy development and disorders from the University of Cincinnati. Currently in her 21st year of being a speech-language pathologist, Linda is working in the public school setting, collaborating with teachers in the classroom setting and advocating for students' communication abilities.

Daniel S. Newman

Daniel S. Newman, PhD, is an Assistant Professor in the School Psychology Program at National Louis University. His research and teaching interests focus on school consultation and clinical supervision.

Deborah R. Harman

Deborah R. Harman, PhD, is the Director of Student Learning for Brown County Schools. Her role provides ongoing opportunities for supporting collaboration among all school personnel to improve student achievement K-12.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.