Proposals appropriate for submission to this topic area include assessment, development, and intervention as relevant to literacy in children with normal hearing who are typically developing, at risk, or exhibit literacy-related disabilities including constructs as phonological awareness, print awareness, word recognition, orthography and spelling, and reading comprehension. Interprofessional education, practice, and/or research that addresses the implementation of interprofessional competencies within curricular or practice models or the evaluation of collaborative care outcomes specific to literacy assessment and intervention should be included in this topic area.

Research

• Translational, applied, or implementation research related to literacy assessment and intervention

Professional Education

• Screening, assessment, intervention, and supports, including Multitiered Systems of Support approaches, for linguistic and metalinguistic aspects of reading, spelling, and writing disorders
• Theoretical models of the development of reading skills, and written language development and use in school-age children and adolescents with normal hearing
• Comparisons of written language, metalinguistic and/or cognitive development of normal hearing school-age children and adolescents with and without disorders
• Psychometric properties of instruments designed to measure basic abilities or changes in reading and writing, including standardized testing and progress monitoring tools
• Assessment of pre-literacy and language-based literacy skills, including phonological awareness
• Assessment and interventions for narrative language skills
• Adapted reading strategies for children and adolescents with severe to profound disabilities
• Prevention of written language problems by fostering language acquisition and emergent literacy
• Comparisons of written language, metalinguistic and/or cognitive development of normal hearing school-age children and adolescents with and without disorders
• Identification of children and adolescents without hearing impairment who experience or are at risk for experiencing reading and writing difficulties
• Assessment of reading and writing abilities and the relation to spoken communication, academic achievement, and other areas
• Effective intervention for problems involving reading and writing, including interprofessional approaches to intervention
• Assistance to general education teachers, families, and students; advocating for effective literacy practices
• Ethical issues pertaining to literacy in school-aged children
• Technology as it relates to literacy assessment and intervention (e.g., mobile applications, devices, software)
• Innovative service delivery models as it relates to literacy assessment and intervention through telepractice technology

Related Topics

Proposals involving literacy but that have a primary focus of:

• Addressing health literacy should be submitted to the Health Literacy: Optimizing Outcomes topic area.
• Use of telepractice in delivery of service that include technology-based approaches and outcomes at the system level should be submitted to the Telepractice topic area.
• Normal acquisition of spoken or written language with normal hearing individuals should be submitted to the Speech and Language Science topic area.
• Literacy issues secondary to auditory processing dysfunction should be submitted to the Neuroaudiology and Central Auditory Processing topic area.
• Spoken language and learning in school-age children and adolescents with normal hearing and support or services for individuals with a history of child language disorders should be submitted to the Language and Learning in School-Age Individuals topic area.