Internationally, professional bodies are increasingly recognizing a role for speech-language therapists (SLTs) in identifying and supporting students who struggle with literacy. Although some guidelines have been developed to support this work, little is understood about the overlapping, but distinctive knowledge bases claimed by SLTs and teachers with respect to reading instruction and provision of additional support to struggling readers. In this article, we report on a qualitative exploration of the experiences and perspectives of 25 professionals in Australia who are dually qualified as teachers and SLTs. The aim of this study was to understand the views from both professional perspectives about pre-service training and barriers and facilitators pertaining to literacy instruction and intervention. Paradigm differences in conceptualizing reading instruction and support, bi-directional knowledge of scope of practice, and employment barriers and enablers emerged as themes and are discussed with reference to implications for pre-service training and interprofessional practice in school settings.

在国际上，专业机构越来越认识到言语治疗师（SLT）在识别和支持因扫盲而苦苦挣扎的学生中的作用。尽管已经制定了一些指导方针来支持这项工作，但是对于SLT和教师声称的在阅读指导和为挣扎的读者提供额外支持方面存在的重叠但独特的知识库知之甚少。在本文中，我们将对澳大利亚25名同时具有教师和SLT资质的专业人员的经验和观点进行定性探索。这项研究的目的是从专业角度了解有关岗前培训的知识以及与扫盲教学和干预有关的障碍和促进者的观点。