Proposals appropriate for submission to this topic area include assessment, development, and intervention related to literacy in children, adolescents or adults with no identified hearing who are typically developing, at risk, or exhibit literacy-related challenges. Constructs such as phonological awareness, print awareness, word recognition, orthography and spelling, reading comprehension, and writing are appropriate for this topic area. 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. Topics related to inclusive practices including cultural and linguistic factors, specific to literacy assessment and intervention are also appropriate for this topic area.

Research

• Translational, applied, or implementation research related to literacy assessment, identification, and intervention in children, adolescents, and adults
• Evidence-based practice for children or adults with literacy challenges

Professional Education

• Prevention, screening, assessment, intervention, and supports, including Multitiered Systems of Support (MTSS) and/or Response to Intervention (RTI) approaches, for linguistic and metalinguistic aspects of reading, spelling, and writing disorders
• Theoretical models of spelling, morphological awareness and written language development
• Comparisons of written language, metalinguistic and/or cognitive development of normal hearing school-age children and adolescents with and without challenges
• Psychometric properties of instruments designed to measure basic abilities or changes in reading and writing, including standardized testing and progress monitoring tools
• Assessment and intervention of emergent literacy and language-based literacy skills, including phonological awareness, morphological awareness, language, and print concepts
• 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
• Identification of children and adolescents without hearing impairment who experience or are at risk for experiencing reading and writing difficulties
• Assessment of reading, spelling, and writing abilities and the relation to spoken communication, academic achievement, and other areas
• Effective intervention for children, adolescents, or adults with literacy disorders, including interprofessional approaches to intervention
• Assistance to general education teachers, families, and students; advocating for effective literacy practices
• Analysis of social-emotional impact and intrinsic/extrinsic motivation as it relates to reading, spelling, and writing for children and adults
• Ethical issues pertaining to literacy services for children, adolescents, or adults
• Technology as it relates to literacy assessment and intervention (e.g., mobile applications, devices, software)
• Innovative service delivery models such as telepractice, as it relates to literacy assessment and intervention
• Regulatory issues such as identification and treatment under IDEA and state regulations, as they relate to literacy assessment and intervention

Related Topics

Proposals involving literacy but that have a primary focus of:

• Literacy assessment and intervention for children with hearing loss should be submitted to Listening, Language, and Speech in Children Who Are Deaf and Hard of Hearing topic area.
• Telepractice in delivery of service that include technology-based approaches and outcomes at the system level should be considered for submission to the Telepractice topic area.
• Typical acquisition of spoken or written language with individuals with typical hearing should be considered for submission to the Speech and Language Science topic area.
• Literacy issues secondary to auditory processing dysfunction should be considered for submission to the Neuroaudiology and Central Auditory Processing topic area.
• Literacy issues secondary to acquired disorders should be considered for submission to Language Disorders in Adults.