In recent years, the role and responsibilities of speech-language pathologists with regards to reading have expanded. There has been an impetus for speech-language pathologists to collaborate, advocate, assess, design programs, and provide reading intervention to students with language impairments. This drive is due to the knowledge and skills that speech-language pathologists possess in the area of language development and its effect on reading. However, much of the research has focused on reading in preschool to elementary grades, with limited research of explicit training of basic reading skills in secondary students with language and reading impairments. The purpose of this study was to determine if explicit training in sight word recognition and phonemic awareness affect oral reading fluency (ORF) skills in high school students with language impairments.
