I would like to respond to recent letters (Jan. 22 and March 25, 2008) regarding our role in providing reading and writing interventions. I respect Dr. Apel, but his response to Ms. Feeney indicates that our field continues to be plagued by a gap between research and practice. One of Ms. Feeney's points was that ASHA doesn't address the reality of our workday. Many of us would love to teach students who need help with reading and writing, but our packed schedules are a reality that cannot be dismissed. We can provide reading, writing, and spelling interventions, but who else can do our jobs? Many researchers I encounter don't seem to understand what it's like to balance the demands of a direct-service job. We struggle to work effectively with specialists, teachers, paraprofessionals, administrators, parents, and students. I must allow other professionals to teach reading and writing because if I want to avoid burn-out and be effective, I need to focus on the needs that no one else has the expertise to address. Just as I reluctantly relinquish social groups to guidance counselors or psychologists, I have made myself "let go" of the students who primarily need support for reading, writing, or spelling. Every day at school I try to fit more students into my schedule and every night I wish I had more time to learn about effective intervention techniques and the latest research. We cannot do it all. Those who try end up leaving the field.
Barbara Coonan
Plymouth, NH
coonannh@verizon.net
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