Literacy involves oral, reading and written language, which many language challenged children struggle with in terms of basic skills. Statistics tell us that a child who is not a fluent reader by fourth grade is likely to struggle with reading as an adult (International Dyslexia Association, 2001). In addition, 73% of second graders who were poor readers had a history of spoken – language deficits or phonemic awareness challenges in kindergarten (ASHA, 2001). Many of these students come to school less well prepared due to limited vocabulary, challenges with foundational language, limited emergent language skills,  and/or a lack of understanding the value of print. Because oral language, reading, and writing are reciprocal, these children will most likely struggle with literacy development.  The SLP has an important role in assisting these children to develop literacy.