When it comes to reading intervention, few programs are as widely known, or as hotly debated, as the Orton-Gillingham (OG) approach. Marketed as a lifeline for children with dyslexia and word-level reading disabilities (WLRD), OG is often touted as the gold standard. But is it? A closer look at the evidence tells a far more […]
Speech-language pathologists claim to be a science-driven profession that follows the evidence. We cite evidence-based practice in our values, policies, and professional rhetoric. But in day-to-day reality, clinical decisions are often shaped less by research and more by revenue. The uncomfortable truth? Profit, not evidence, increasingly dictates what gets promoted, adopted, and normalized in our
In schools and private practices across the country, families of struggling students are told, “Get an evaluation,” as if identifying a diagnosis is the solution. But what happens when the evaluation is conducted by the wrong person, who either lacks deep expertise in language development or doesn’t treat the conditions they’re assessing? The answer is
It’s a situation that sadly happens far too often. A parent or caregiver refuses to acknowledge a particular diagnosis, such as Autism, Developmental Language Disorder (DLD), Dyslexia, or another neurodevelopmental condition. Sometimes it’s about fear. Other times, stigma (Turnock et al, 2022; Huang et al., 2023). In many cases, it’s rooted in the belief that
Acknowledging the Diagnosis: Why Denial Hurts More Than the Label Ever Could Read More »
As summer approaches, many families begin to wind down from the academic year, looking forward to a break from routines, early mornings, and school responsibilities. While rest and unstructured time are important for children, pausing language and literacy therapy over the summer can have serious consequences, especially for students with Developmental Language Disorder (DLD), Autism,
When children struggle with handwriting or typing, many well-meaning educators turn to speech-to-text (STT) tools in hopes of providing quick support. However, for students with Autism, ADHD, Developmental Language Disorder (DLD), Dyslexia, Dysgraphia, etc., STT is not a solution—it’s a band-aid that often highlights, rather than addresses, underlying problems. These students typically have difficulty organizing
The Truth About Speech-to-Text: It’s Not a Shortcut for Struggling Writers Read More »
In the field of speech language pathology and allied services, we carry the immense responsibility of identifying and supporting children who struggle with language and literacy. Yet all too often, our good intentions are undercut by poor testing practices, superficial conclusions, and a harmful tendency to reassure students by telling them “there’s nothing wrong with
Stop Saying “You’re Fine”: Why Struggling Students Deserve the Truth and Real Help Read More »
Timothy Shanahan’s recent blog post, Accommodating Reading Comprehension with Listening—Good Idea?, raises a critical concern: when schools and educators rely on listening comprehension or text-to-speech (TTS) as a substitute for direct reading instruction, they fail to address the root causes of students’ reading difficulties. While these accommodations may provide temporary access to content, they do
Real Reading Requires Real Instruction: Why Accommodations Aren’t Enough Read More »
As a parent, ensuring your child receives the right interventions for their reading or writing deficits is crucial. However, many narrowly focused reading and spelling programs emphasize isolated aspects of reading and writing. While these approaches can limitedly help with specific skills, they often fail to address the broader, critical contributions of oral language and
Dear Parents: Ask the Right Questions to Get the Right Services Read More »
The Clinical Evaluation of Language Fundamentals, Fifth Edition (CELF-5) is one of the most widely used tools for assessing language abilities in children. However, despite its popularity, significant limitations exist in its ability to accurately diagnose Developmental Language Disorder (DLD) and identify subtle language and literacy needs. These limitations are particularly evident in its construct
Limitations of the CELF-5 in Detecting Subtle Language and Literacy Needs Read More »