Speak Out Feb 2017

Branch News

Queensland

QLD 1650 members as at November 2016

Leading the way in Literacy!

spoken language and emergent literacy skills and the early identification of children at-risk for difficulties learning to read. For teachers and school leaders, the focus has been the language basis of reading comprehension and how to use conceptual frameworks to identify children at risk of or, experiencing difficulties learning to read, plan intervention that targets underlying causal factors and delivered at all levels within a response to intervention (RTI) model, and monitor progress using a dynamic assessment approach. In addition, my role advocates for SLPs as a member of a multidisciplinary team in the differential diagnosis of dyslexia, including advice on assessment protocols, and contributing profession-specific input to the development of evidence-based intervention practices. The SLP position at the Reading Centre provides a platform for continued advocacy for the role of SLPs in the literacy domain, an opportunity to influence the teaching of reading in state schools, and to demonstrate how an integrated service delivery model where teachers and SLPs work collaboratively can best support students to achieve reading competency and educational outcomes. Jennifer Peach Senior Advisor – Speech Language Therapy Metropolitan Region and Reading Centre

The launch of Speech Pathology Australia’s Clinical Guidelines for Speech Pathologists Working in Literacy has prompted me to share an exciting opportunity for speech language pathology in the Queensland Department of Education and Training (DET). In January 2016, DET established the Reading Centre, an initiative that champions reading as an essential life skill and supports school leaders, teachers and parents to inspire, encourage and teach young Queenslanders to read. The Reading Centre has a director and manager, four reading coaches, and a speech-language pathologist, who provide specialist advice and professional learning to build the capability of teachers to plan for reading within the Australian curriculum and implement evidence-based teaching practices, and the confidence of parents to support their child’s reading development both before and throughout their schooling years. As I read the Literacy Guidelines, I am affirmed to see just how closely my work at the Reading Centre reflects the Association’s guidelines. At a system level and in my role as Senior Advisor Speech Language Therapy, I deliver evidence-based professional learning for school leaders, SLPs and class teachers on the integral relationship between oral language and literacy. For parents and educators of pre-schoolers, Reading Centre’s professional learning that I have delivered has targeted the promotion of

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February 2017 www.speechpathologyaustralia.org.au

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