Experiences and Practices of South African Speech-Language Therapists Related to Literacy

Abstract

Background: Literacy development is a critical aspect of language acquisition, with speech-language therapists (SLTs) playing a pivotal role in supporting literacy skills. In South Africa, the unique linguistic and cultural landscape presents specific challenges and opportunities for SLTs in addressing literacy difficulties. Aim: This study aimed to explore the experiences and practices of South African Speech-Language Therapists (SASLTs) related to literacy. Method: Using a cross-sectional survey design, both quantitative and qualitative data were collected from 31 SASLTs through an online questionnaire. Results: The results showed that 90% of SASLTs currently work with literacy difficulties, primarily focusing on phonological awareness and phonics. However, less attention is given to emergent literacy skills such as print conventions and writing. Many participants indicated a need for additional training and continuing education to address broader literacy development, including the connection between spoken and written language. The study also identified challenges such as inadequate undergraduate training, limited access to culturally relevant resources, and difficulties in multidisciplinary collaboration. SASLTs expressed a strong interest in professional development, especially in evidence-based literacy intervention. Conclusion: The findings underscore the need for expanded literacy-focused training and resources, interdisciplinary collaboration, and culturally appropriate tools to improve literacy outcomes in South Africa. These implications are significant for enhancing SLT education and clinical practice, promoting a more comprehensive approach to literacy intervention that integrates both foundational and emergent literacy skills.