ficant speech impairment may also have difficulty in acquiring the language analytical skills that are necessary for reading and writing” (Students 1).
In contrast to a permanent speech disorder that requires practice, training and intervention to overcome, speech disorders may also be temporary due to some kind of temporary physical disability, environmental or even economic factors. This analysis will examine early reading achievement among children with speech disorders. Included in the analysis will be studies conducted on early reading achievement and children with speech disorders. Also reviewed will be a number of current intervention strategies and methods for helping children with speech disorders improve reading achievement. Further, the labeling of a child as having a speech disorder and the impact on perception of adult educators of these so-labeled children will also be addressed. A conclusion will address the principles and concepts that are included in state-of-the-art professional management of children with speech disorders, including the increasingly cooperative and inclusive nature of programs designed for early intervention.
The Education for all Handicapped Children Act was passed by Congress in 1975. This act provides access to education for all handicapped children, but it was the first legislation to ensure children with speech disorders would have the tools needed to efficiently learn in a naturalistic environment, “This was the first law that required public schools to provide speech-language therapy, occupational therapy, and physical therapy, as well as other educational services to all school-age children in need of them. At the present time, public schools must also provide a free and appropriate education to all handicapped children between the ages of 3 and 5” (Minifie, 1994, 246).
While there are many different types of speech disorders, the literature reveals that the majority o...