A speech therapist kneels with two smiling school kids to share a picture book in a bright library.

Executive summary

Yes, getting better at literacy can improve speech and language. Research shows spoken and written language build on each other, sound awareness work can support speech sound production, print grows vocabulary and sentences, and written words give AAC users and autistic kids more ways to communicate.

Reading and writing are forms of communication. When we treat them that way, literacy stops being a separate subject that waits until speech is finished. It becomes one more way for a child to ask, tell, comment and connect. Learning to read then grows as a natural result of using written words for real reasons.

This paper pulls together research that supports that view:

Spoken and written language build on each other. Oral language is the foundation for reading, and reading in turn feeds vocabulary and sentence knowledge back into talking.
Sound awareness supports speech. Phonological awareness work, especially when sounds are linked to letters, has been shown to support speech sound production as well as reading in children with speech and language needs.
Print grows words and sentences. Seeing how a word is spelled helps children remember it, and shared book reading is linked with gains in oral language.
Written words open doors for AAC users and autistic kids. Literacy gives AAC users access to any word they want to say, AAC does not hold back speech, and clear written words can be easier to understand than abstract icons.

We close with practical steps SLPs can use right away, and a short note on how EASI supports this work. Throughout, the SLP stays in charge of every clinical decision.

1. Why we say "literacy is for communication"

Many kids on SLP caseloads hear the message, without anyone meaning to send it, that reading comes later. First we work on speech, then on language, and someday, maybe, on reading. For a child who has few spoken words or who uses AAC, someday can turn into never.

We see it another way. A written word is a word. A child who points to the printed word "more," types "go park" or reads a label on a snack is communicating. Print is permanent and visual. It does not vanish the way speech does, so the child can look at it, return to it and use it again. As Lois Brady wrote for families in Autism Digest, spoken words go away immediately, while written words remain and give everyone a chance to see and review what the child has done (Brady, Autism Digest).

This is not a new idea in our field. ASHA's position statement on reading and writing states that SLPs play a critical and direct role in literacy for children and adolescents with communication disorders, including those with severe or multiple disabilities (ASHA, 2001). Literacy is part of our scope because it is part of communication.

2. The two way link between oral language and literacy

Oral language is the foundation

The Simple View of Reading describes reading comprehension as the product of two things: decoding (turning print into words) and language comprehension (understanding those words and sentences) (Gough & Tunmer, 1986). If either one is weak, reading comprehension suffers. That puts language, the heart of SLP work, at the center of reading.

Longitudinal research supports this. In a large study, children identified with language impairment in kindergarten were at higher risk for reading difficulties in second and fourth grade (Catts et al., 2002). Storch and Whitehurst (2002) followed children from preschool into the early grades and found that oral language skills in preschool were linked to the early code related skills that predict reading, and that oral language was related to reading comprehension in later grades. A recent major review concluded that oral language difficulties are a key part of many reading disorders, and that oral language deserves far more attention in both assessment and intervention (Snowling & Hulme, 2021).

Whitehurst and Lonigan (1998) described emergent literacy as including both "outside in" skills, such as vocabulary, story knowledge and understanding of the world, and "inside out" skills, such as knowing letters and sounds. Both draw on the language system.

Reading feeds language back

The relationship goes both ways. ASHA (2001) describes spoken and written language as reciprocal, with each building on the other. Once children begin reading, print becomes a major source of new language. Cunningham and Stanovich (1998) showed that written text, even text written for children, contains more rare words than most everyday conversation, and that the amount children read is tied to their vocabulary and general knowledge. Nation (2017) argued that reading experience is critical for building the rich word knowledge that skilled readers rely on.

For SLPs, this means literacy is not a detour from language goals. It is a path to them.

3. Phonological awareness and speech sound production

Phonological awareness is the ability to notice and work with the sound structure of words: syllables, rhymes, first sounds, and individual phonemes. It sits right where speech and print meet.

Several studies show that working on sound awareness can support speech as well as reading.

Gillon (2000) studied 5 to 7 year old children in New Zealand with spoken language impairment and early reading delay. Children who received an integrated phonological awareness program made significantly greater gains in phonological awareness and reading than children in a traditional speech and language program or a minimal intervention group. The phonological awareness intervention also improved the children's speech articulation.
A follow up study found the benefits for reading and spelling were maintained over time (Gillon, 2002).
Rvachew, Nowak and Cloutier (2004) gave preschoolers with expressive phonological delay extra sessions in phonemic perception, letter recognition, letter and sound association, and onset and rime matching. Compared with a control group who listened to computerized books, the experimental group showed greater improvement in phonemic perception and articulation accuracy.
Hesketh, Dima and Nelson (2007) showed that phoneme awareness can be taught to preliterate four year olds with speech disorder, although the most advanced tasks, such as segmenting and manipulating phonemes, were hard for most children at that age.

The takeaway is simple. When you link a speech target to its letter, clap syllables, or play with rhymes, you are giving the child another channel for understanding the sound system. Sound work and print work help each other.

4. Vocabulary and syntax growth through print

Spelling helps words stick

Ehri (2014) describes orthographic mapping, the process of connecting the letters in a written word to its sounds and meaning so the word is stored in memory. Once this connection is made, the spelling acts as an anchor for the word. In a related study, children learned new vocabulary words better when they saw the spellings during learning than when they did not (Rosenthal & Ehri, 2008). For SLPs teaching new vocabulary, showing the written word is a simple, low cost support.

Shared reading grows oral language

A meta analysis of interactive book reading in early education found it was associated with gains in both oral language and print knowledge (Mol et al., 2009). Interactive reading means the adult does more than read aloud. They ask questions, invite comments, expand what the child says and talk about the pictures and the story.

Print referencing, where the adult points out features of print during reading, such as letters, words and the direction we read, increased print awareness in preschool children at risk for reading difficulties (Justice & Ezell, 2002).

Books model richer sentences

Books contain sentence forms that rarely show up in casual talk: longer sentences, more complex clauses and more varied connecting words. Repeated, interactive reading gives kids many chances to hear and use these forms. SLPs can turn a sentence from a favorite book into a model for a child's own sentences, then write the child's version down so it can be read back.

5. Literacy for AAC users

For people with complex communication needs, literacy is a doorway. A board or device with preset words can only hold so much. A child who can spell can say anything. Light and McNaughton (2012), reviewing the state of the science, emphasized that literacy skills are essential for children with complex communication needs to participate fully in education, work and community life, and called for more attention to literacy instruction for this group.

A common worry is that AAC, including text, will slow down speech. Research does not support that worry. In a review of studies on AAC and speech production, none of the cases in the strongest studies showed a decrease in speech after AAC intervention, and most showed gains (Millar et al., 2006). The authors noted the gains were often modest and called for more research, but the evidence points in a reassuring direction.

There is also a case for using written words in place of abstract icons. Autism Digest's article Can You See It? argues that abstract symbols for ideas like "yes" and "no" can be hard for anyone to understand without the word beside them, and explains why InnerVoice chose written words, GIFs and short videos to represent abstract ideas. The article draws on Stephen Krashen's point that, to learn a language, input needs to be both compelling and comprehensible. Written words are universal: they work at school, at the store and on a phone, not just inside one app.

Practical ideas for AAC users:

Put the written word on every button, and model it often.
Give access to an alphabet or keyboard alongside core words, from the start.
Read aloud together and model core words on the device during the story.
Accept and celebrate spelling attempts. Partial spelling is communication.

6. Literacy and autistic kids

Autistic kids are a varied group, and their reading profiles vary too. Nation, Clarke, Wright and Williams (2006) found a wide range of reading skills among autistic children. Many could read words well while reading comprehension was a relative weakness, and comprehension was linked with oral language. This is a strong reason for SLPs to be part of the literacy team: comprehension rests on language.

Lanter and Watson (2008) laid out practical roles for SLPs in promoting literacy for autistic students, building on emergent literacy and the social and language foundations that support it.

New research adds to the picture. Pecukonis and Geffin (2026) analyzed national survey data from the 2018 to 2022 United States National Survey of Children's Health for autistic children ages two to five. Children who experienced shared book reading more often at home had higher expressive and receptive language skills, and screen time was not associated with language skills in this sample. This study is correlational and based on parent report, so it shows a link rather than cause and effect. The authors suggest that supporting frequent shared book reading may help autistic children's language development.

Many autistic kids are strong visual learners, and print is visual. Lois Brady's Autism Digest piece Vision: An Autism Super Strength shares home ideas that fit right into therapy: clear, literal pictures paired WITH words, a word wall where every word or phrase the child says is written down and repeated, letter magnets on the fridge, and closed captions turned on whenever the child watches videos.

Interests matter too. In an Autism Digest interview, teacher and literacy specialist Gabriel Hannans recommends a reading interest inventory, finding what a child likes and finding text about it. He also encourages reading with and around children so they can imitate reading, and using everyday text such as food labels, movie subtitles and recipes. As he puts it about reading a recipe during meal prep, "That's also reading!" (Hannans, Autism Digest).

7. Putting it into practice: steps for SLPs

In assessment

Look at oral language and literacy together. Note vocabulary, sentence use, narrative skills and phonological awareness alongside speech sounds.
Ask families what the child reads, looks at or writes at home, including screens, labels and signs.
For AAC users, check letter knowledge and spelling attempts, not just symbol use.

In goals

Write goals that use print as a communication tool, such as using written words to request, comment or retell.
Link speech sound goals to letters where it fits.
Include phonological awareness for children with speech sound disorders who are near or in school age.

In sessions

Start from interests. Use a simple interest inventory and choose text about trains, animals, games or whatever the child loves.
Write it down. Keep a word wall or a session notebook. When a child says, signs or selects a word, write it and use it again.
Read together and talk. Ask open questions, wait, expand the child's words and point out print.
Pair sounds with letters. Show the letter for a target sound. Clap syllables and play with rhymes.
Make it real. Read recipes, menus, schedules and labels. Write lists, notes and messages to people who matter.
Turn on captions. Encourage families to use captions during shows and videos.

With families and teams

Share easy home ideas: labels with pictures and words, letter magnets, notepads around the house, and daily shared reading.
Work with teachers and reading specialists. ASHA (2001) describes literacy roles as carried out in collaboration with others.

8. A note on structured literacy and data

Many districts use structured literacy programs, including approaches informed by Orton-Gillingham. These approaches are explicit, systematic and multisensory. It is worth knowing that the research on Orton-Gillingham programs as a group is still developing. A meta analysis by Stevens et al. (2021) found a positive average effect on foundational reading skills, but it was not statistically significant, and the authors called for more rigorous research.

For SLPs, this is a good reminder to do what we already do well: teach explicitly, follow the child's response, and keep data. Taking regular data on each child's progress lets you see what is working and change course when it is not.

9. Where EASI fits

EASI includes Lightspeed Literacy, a lesson and drill curriculum modeled after the Orton-Gillingham approach. Lightspeed Literacy tracks progress for each client. Because EASI also covers reports, progress reports, therapy notes, lesson planning, talking core boards in English and Spanish, the SETT framework and MySLP (included), literacy work can live in the same place as the rest of your speech and language work.

EASI drafts. You review, edit and decide. EASI does not make eligibility decisions or write the IEP for you. The clinician stays in charge.

For a shorter, family friendly version of this paper, read our blog post, Literacy for Communication: How Reading Builds Speech. If you are comparing language sample tools, see EASI vs SALT: Which Tool Fits Your SLP Work.

EASI is available through Northern Speech Services: northernspeech.com/f7e0

Conclusion

Literacy belongs in speech and language therapy because it is communication. Spoken and written language grow together. Sound awareness supports clearer speech. Print grows words and sentences. For AAC users and autistic kids, written words can open up a whole world of things to say. When we give every child real reasons to read and write, reading follows.

FAQ

Is literacy really part of the SLP's job? Yes. ASHA's position statement says SLPs play a critical and direct role in literacy for children and adolescents with communication disorders, in collaboration with others (ASHA, 2001).

Can phonological awareness work help speech sound disorders? It can. Gillon (2000) found phonological awareness intervention improved speech articulation as well as reading, and Rvachew et al. (2004) found greater gains in articulation accuracy after training that linked sounds and letters.

How do I bring literacy into AAC sessions? Put the written word on every button, give access to letters or a keyboard from the start, model core words during shared reading and celebrate spelling attempts.

Is Orton-Gillingham evidence based? The research is still developing. A meta analysis found a positive average effect that was not statistically significant (Stevens et al., 2021), so explicit teaching paired with regular progress data is the safest path.

Does EASI decide goals or eligibility? No. EASI drafts, and the SLP reviews, edits and decides. EASI does not make eligibility decisions or write the IEP.

References

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Literacy as Communication: A Guide for SLPs