Who Does What? Understanding the Speech and Language Therapist's Role in Dyslexia

As awareness of dyslexia continues to grow, so too does the number of professionals involved in supporting children who experience literacy difficulties. Teachers, speech and language therapists (SLTs), educational psychologists and specialist educators all play an important role. However, this multidisciplinary involvement can sometimes lead to confusion about professional boundaries and responsibilities. Questions such as "Can an SLT diagnose dyslexia?" or "Should an SLT provide reading intervention?" are not uncommon among parents and professionals alike.

The American Speech-Language-Hearing Association (ASHA) recognises that speech and language pathologists have a significant role in literacy development and in supporting children with reading and writing difficulties (ASHA, 2001). This position is based on a substantial body of evidence demonstrating that spoken language provides the foundation for literacy. Difficulties with phonological awareness, vocabulary, grammar and language comprehension can all affect a child's ability to learn to read and write.

Similarly, the Royal College of Speech and Language Therapists (RCSLT) highlights the close relationship between language and literacy and emphasises the contribution that SLTs make through their expertise in oral language development, phonological processing and language comprehension. Importantly, however, both organisations emphasise collaboration with educators and other professionals rather than working in isolation.

So what exactly is the role of the SLT in relation to dyslexia?

The SLT's primary role is to assess and support the language skills that underpin literacy development. This includes evaluating phonological awareness, vocabulary knowledge, grammatical understanding, narrative skills, listening comprehension and broader communication abilities. Through comprehensive assessment, SLTs can identify language difficulties that may contribute to a child's reading and writing challenges.

In addition, SLTs are qualified to diagnose communication disorders, including Developmental Language Disorder (DLD), speech sound disorders and other language-related difficulties. This diagnostic expertise is particularly important because language difficulties frequently co-occur with literacy difficulties. Research consistently demonstrates that children with language disorders are at increased risk of experiencing challenges with reading and writing.

However, it is equally important to recognise what falls outside the SLT's primary remit. While SLTs may assess phonological awareness and other language skills associated with dyslexia, they do not typically act as the sole professional responsible for diagnosing dyslexia. Rather, information gathered by the SLT forms part of a broader multidisciplinary assessment process that may also involve educational psychologists, teachers and other professionals. A comprehensive understanding of a child's literacy profile requires consideration of educational performance, learning history, classroom functioning and cognitive factors alongside language skills.

Similarly, there can sometimes be a tendency for professional roles to overlap. In some cases, SLTs may find themselves delivering interventions that are primarily educational in nature, such as direct reading instruction or teaching curriculum-based literacy skills. While collaboration is essential, it is important to distinguish between supporting the language foundations of literacy and teaching literacy itself.

The teacher's role centres on literacy instruction. Teachers provide systematic teaching of reading, spelling, writing and curriculum-based literacy skills. They monitor academic progress, adapt classroom instruction and support the application of literacy skills within educational settings. SLTs, on the other hand, focus on the underlying language abilities that enable children to access and benefit from literacy instruction.

New WH-Question Resources Out Now

New WH-Question Resources Out Now

This distinction is not intended to create rigid professional boundaries. Rather, it highlights the complementary expertise that different professionals bring to supporting children with dyslexia. Teachers are experts in literacy instruction, educational psychologists contribute expertise in learning and cognitive processes, and SLTs provide specialist knowledge of language development and communication. Together, these perspectives create a more comprehensive understanding of a child's needs.

Ultimately, the question should not be whether SLTs have a role in dyslexia; they clearly do. The more important question is how SLTs can contribute their unique expertise while working collaboratively with other professionals. By assessing and supporting the language skills that underpin literacy, diagnosing language disorders where appropriate, and contributing to multidisciplinary decision-making, SLTs play a vital role in helping children with dyslexia achieve their full potential.

When professional roles are clearly understood, children and families benefit from more coordinated, consistent and effective support. Understanding who does what is not about limiting professional involvement; it is about ensuring that every professional contributes their expertise in the most meaningful way possible.

References

American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents. Rockville, MD: ASHA.

Royal College of Speech and Language Therapists. (2023). Speech and language therapists' role in supporting literacy difficulties. London: RCSLT.