We describe a collaborative process in school-based service delivery where speech-language pathologists (S-LPs) work in classrooms alongside teachers. In Kindergarten, phonological awareness is an important component of a balanced literacy approach. S-LPs and teachers each bring their professional expertise to literacy lessons to optimize student learning. Statistically significant improvement in phonological awareness was demonstrated by Kindergarten students in three school years. In this presentation, we describe the aspects of this project where S-LPs, teachers and students learned from one another in a reciprocal capacity-building relationship.
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