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Written by Andrea Coke, Chief Speech-Language Pathologist, TCDSB

Language development impacts a child’s social interactions, behaviour, and academic skills. The ability to express thoughts, understand instructions, and engage in classroom activities hinges on proficient language skills. Every interaction, from making friends to completing seat work, involves oral language (Ladd et al., 2012).

Given the role communication plays in learning, it is not surprising that unaddressed speech and language needs can significantly impact how well a child does in school (Tambyraja et al., 2020).

An often-untapped resource available to teachers is the school Speech-Language Pathologist (SLP). School SLPs are regulated health professionals who support the communication needs of school-aged children through a range of tiered services (Archibald, 2017). They work in partnership with educators, psychologists, social workers, and families to help students with communication difficulties access the curriculum.

Communication Problems in School

Approximately 2 children in every classroom will have a Developmental Language Disorder (DLD) (Norbury, 2017). DLD is a persistent problem learning and using language that impacts everyday activities, without any underlying medical condition to account for it (Bishop et al., 2016). DLD can occur by itself or with other disorders. A student with DLD is 6 times more likely to have a learning disability (Norbury et al., 2016).

Click here to access a DLD tip sheet for educators, created by DLD and Me.

A history of speech and/or language issues increases the risk of reading problems (Adlof & Hogan, 2018; Catts et al., 2005). The Right to Read Commission in Ontario, established to improve literacy outcomes for students across the province, confirmed the idea that children need to develop their speech and language before they can learn to read.

Find the OHRC Right to Read Executive Summary and Key Recommendations here.

Early Intervention

Early intervention for speech and language issues is critical. Children with DLD may show long-lasting learning problems (Conti-Ramsden, et al., 2012). Getting help promptly could boost their language skills by age 5 and lower the chances of future problems (Spaulding et al., 2006). However, teachers are sometimes unsure when to call the SLP for help. Fear of overreacting or unnecessarily escalating concerns often leads to a wait-and-see approach, delaying potential intervention.

Speech-language pathologists, however, can help distinguish a language disorder from “something else” (American Speech-Language-Hearing Association, 2001). They have extensive knowledge of typical and atypical language development, which allows them to help teachers make sense of the communication needs they see in their classroom (Speech-Language & Audiology Canada, 2020). Therefore, teachers should not hesitate to connect with the SLP if they notice communication difficulties. Early intervention prevents problems from escalating and becoming more challenging to treat later in life.

Your School Speech-Language Pathologist

SLPs support students in the areas of speech (articulation, stuttering, and voice), oral language (comprehension and expression), early literacy, augmentative and alternative communication (AAC), and social communication.

The school SLP may provide: 

  • screening and assessment
  • consultation with teachers and other professionals
  • classroom-based programming and intervention
  • professional development
  • resources and support for families and caregivers
  • referral and liaison with community agencies

When to Contact the SLP

When deciding whether to connect with the school SLP, teachers should first consider:

  • if the speech or language issue is negatively affecting the student and their academic performance
  • what classroom programming and interventions have been tried
  • if the student is an English Language Learner and showing similar difficulties in both languages

Kindergarten and Primary

After considering the above factors, here are some specific communication behaviours that teachers can look for in kindergarten and primary grades when considering whether to contact the SLP:

  • Limited Vocabulary Development: trouble understanding and using new words
  • Challenges in Following Directions: difficulty carrying out multi-step directions
  • Limited Expressive Language: challenges expressing wants and needs
  • Weak Literacy Skills: difficulty recognizing and manipulating sounds of language
  • Speech Difficulties: cannot be understood by those who do not know them well
  • Limited Social Skills: difficulty making friends or understanding social cues
  • Cognitive difficulty: changes in communication following an injury or surgery
  • Fluency Difficulties: repeating parts of words, whole words or phrases
  • Voice Issues: voice may be too loud or too soft, or sound hoarse

Junior and Intermediate Grades

Students may exhibit these same difficulties as they get older. These issues may manifest differently, across the curriculum, through junior and intermediate grades. Here are some common signs that teachers may observe in older students:

  • Difficulty with complex language: trouble understanding and expressing complex ideas and using advanced vocabulary
  • Reading and Writing Challenges: difficulty decoding, understanding nuances in text, or writing coherently; impact may be seen in language arts
  • Limited Pragmatic Skills: challenges with social cues or interpreting nonverbal communication, making it harder to work in groups or make and keep friends
  • Speech Difficulties: sound production may affect student intelligibility and confidence, potentially leading to frustration or social withdrawal
  • Trouble with Abstract Concepts: difficulty with figurative language and making inferences; may impact subjects like social studies, math and science
  • Executive Functioning: difficulty organizing their thoughts or getting their work done independently

Most of Ontario’s school boards employ or contract SLPs to provide services to students. Each school district has their own process but typically services begin with an interdisciplinary school team meeting. The SLP will then determine the need for speech and language support and can answer questions about the next steps.

Communication Strategies that Benefit All Students

The following communication strategies maximize the language and literacy learning opportunities for ALL students (Blaxley, et al., 2014) and support the Universal Design for Learning (UDL) framework used in Ontario schools (Campbell et al., 2016).

Visual supports: use picture schedules, anchor charts, diagrams, or graphic organizers to support communication

Explicit instruction: break down complex tasks into smaller, sequential steps, using clear, simple instructions

Peer modelling: use sentence starters/prompts to encourage peer-to-peer interactions and model language and social behaviours

Structured practice: plan activities that promote speaking, such as plays, debates, or presentations

Collaborative activities: use group projects, role-play, or cooperative games (e.g., word bingo, vocabulary charades) to practice speaking and listening

Print-rich environment: label items and post signs throughout the learning space

Diverse library: have a variety of reading material available (e.g., picture books, chapter books, graphic novels, and technology/screen-based readers)

Classroom setup: arrange desks and seating areas to support face-to-face conversation

Supporting Early Literacy

Systematic and explicit instruction in phonemic awareness, phonics, decoding, spelling, and comprehension can help address the fundamental language skills necessary to read and write. A step-by-step framework that teaches reading in sequence (starting with sounds and letters, then moving on to reading words and understanding stories) supports early literacy development.

1. Learning letters and sounds: Explicitly teach the sounds that letters make. Use manipulatives or multisensory games.

2. Playing with sounds: Use rhyming games, syllable segmentation, and sound blending exercises to help students learn how words work. For example:

    • Play rhyming bingo or create a rhyming word scavenger hunt where students find objects that rhyme with given words.
    • Use picture cards and ask students to segment words into syllables by tapping out the syllables with fingers or sticks.
    • Use magnetic letters or letter tiles to help students blend individual sounds together to form words.

3. Read-Alouds: Read stories together, ask questions, and make story predictions.

4. Talking: Ask open-ended questions to build receptive and expressive language.

Working in Partnership

From social interactions to academic success, proficient communication skills can shape a student’s educational journey. By knowing the early signs of communication difficulties, making small adjustments to classroom practice, and understanding the contributions of SLPs in the school setting, teachers can work in partnership with SLPs to make sure students with DLD develop their communication and literacy skills.

References

Adlof, S. M., & Hogan, T. P. (2018). Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in Schools, 49(4), 762–773. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0049

American Speech-Language-Hearing Association. (2001). Roles and responsibilities of SLPs with respect to reading and writing in children and adolescents [Position Statement]. Retrieved from https://www.asha.org/policy/PS2001-00104/

Archibald, L. M. (2017). SLP-educator classroom collaboration: A review to inform reason-based practice. Autism & Developmental Language Impairments, 2. https://doi.org/10.1177/2396941516680369

Bishop, D.V.M., Snowling, M.J., Thompson, P.A., Greenhalgh, T., & the CATALISE consortium. (2016). CATALISE: a multinational and multidisciplinary Delphi consensus study. 1. Identifying language impairments in children. PLoS ONE, 11(7): e 0158753.

Blaxby, L., Kyte, C., Leggett, J., McWhirter, S., & Minor-Corriveau, M. (2014). Oral language at your fingertips: Kindergarten and the primary grades. The Ontario Association of Speech-Language Pathologists and Audiologists (OSLA).

Campbell, W. N., Selkirk, E., & Gaines, R. (2016). Speech-language pathologists’ role in inclusive education: A survey of clinicians’ perceptions of universal design for learning. Canadian Journal of SpeechLanguage Pathology and Audiology, 40(2), 121-132.

Catts, H.W., Adlof, S. M.,Hogan, T.P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders?. Journal of Speech, Language, and Hearing Research, 48(6), 1378-1396. https://doi.org/10.1044/1092-4388(2005/096)

Conti-Ramsden G., St Clair M.C., Pickles A., Durkin K. Developmental trajectories of verbal and nonverbal skills in individuals with a history of Specific Language Impairment: From childhood to adolescence. J. Speech Lang. Hear. Res. 2012;55:1716–1735. doi: 10.1044/1092-4388(2012/10-0182).

Ladd, G., Kochenderfer-Ladd, B., Visconti, K. J., & Ettekal, I. (2012). Classroom peer relations and children’s social and scholastic development: Risk factors and resources. In Peer Relationships and Adjustment at School (pp. 11–49). Information Age Publishing.

Norbury, C. F. (2017, September). Developmental Language Disorder: The most common childhood condition you’ve never heard of. The Guardian. https://www.theguardian.com/science/head-quarters/2017/sep/22/developmental-language-disorder-the-most-common-childhood-condition-youve-never-heard-of

Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257. https://doi.org/10.1111/jcpp.12573

Spaulding T.J., Plante E., Farinella K.A. Eligibility criteria for language impairment: Is the low end of normal always appropriate? Lang. Speech Hear. Serv. Sch. 2006;37:61–72. doi: 10.1044/0161-1461(2006/007)

Speech-Language & Audiology Canada. (2020). SAC Position Paper on Speech-Language Pathology Service Delivery Models in Schools. Retrieved from https://www.sac-oac.ca/wp-content/uploads/2023/02/SAC-OAC_S-LP_In_Schools_Delivery_Models_EN_V1.pdf.

Tambyraja, S. R., Farquharson, K., & Justice, L. (2020). Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2020_JSLHR-20-00108