The authors of this study concluded “that children who started out as poor readers remain poor readers across the school grades” and concluded that early intervention is imperative to help reduce the lasting effects of poor reading skills (Catts, Bridges, Little & Tomblin 2008, p. 1577). In their study, Skebo and her colleagues (2013) conducted a study at three different phases of literacy development examining the connection between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension. The study looked at three different groups of students: typical language development, speech sound disorders and speech sound disorders and language impaired the study findings revealed that students with speech sound disorders and language impairment can struggle with reading achievement due to the fact they “may present with a double deficit as they have both limited phonological awareness skills and overall language essential for reading” (Skebo, Lewis, Freebairn, Tag, Ciesla & Stein, 2013, p.370). Over the years research has demonstrated that there is a connection between reading and language development. So, does the school speech-language pathologist traverse their every changing role in oral language and reading development? Ehren and Ehren (2001) in their article make the analog from Star Trek that the majority of school based speech-language pathologists working with student in the world of literacy is like “boldly going where no one has gone…
