Language skills are foundational to the process of learning to read, and learning to read is the backbone of academic success. Language and literacy are integrally entwined so that students are able to thrive in the educational curriculum. And who is at the helm in the educational curriculum? Yes, it is the teachers who deliver the instruction, and when students have challenges, many support personnel, such as the speech-language pathologist, special educator, and/or reading specialist, are also involved in the student’s instruction.

Who better to instruct teachers and support personnel in the language/ literacy connection than someone who is knowledgeable, who has taught at many different levels, and has observed, assessed and provided intervention for language challenged children?   Bringing my knowledge of evidence – based practice (EBP), my clinical expertise, and my understanding of curriculum and instructional standards to educators is my professional mission. To promote through teaching, speaking and writing the following three things:  the connection between language and literacy, the relationship   that language foundations have in future academic learning, and the link between academic success, early identification, and appropriate differentiated instruction that matches a student’s learning style are my professional commitments.

Years ago I read an anonymous poem, which I adapted to fit my life. It goes something like this:

       In the end, it will not matter how much money I made, or what kind of house I lived in, or if I drove the newest car. What will matter is if I made a difference in a child’s life because he/she can read…..read to learn, read for success, read for fun, AND like to read.

 Pat Van Slyke, Ph.D./CCC/SLP