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training for SPs and teachers, various definitions of literacy, limited knowledge about the recent history of literacy research, and the strong influence of opinion and ideology in this area. SPs need to be aware that a chasm exists between their “skills analysis” view and the broader sociocultural views of the literacy “big picture”. Most importantly, SPs need to be clear about their own beliefs about literacy, and respect that others may hold different beliefs. SPs need to be part of the important discussions taking place in education (Ehren, 2005), but they need to demonstrate their relevance within the broad context of educational policy and practice. An understanding of the “big picture” of literacy can assist speech pathologists to overcome some of the barriers to negotiating effectively with educationalists about their role in literacy. Acknowledgements This article was adapted from Walsh (2007) Why is the knowledge base of SLPs not more widely accessed to enhance literacy outcomes? Talkabout , 20 (1): 2–8. Used with permission of the Department of Education and Training Queensland. References Alexander, P. A., & Fox, E. (2004). A historical perspective on reading research and practice. In R.B. Ruddell, & N.J. Unrau (Eds.), Theoretical models and processes of reading (pp. 33–68). Newark, DE: International Reading Association. American Federation of Teachers. (1999). Teaching reading is rocket science; What expert teachers of reading should know and be able to do. AFT: Washington DC. Retrieved January 2009 from http://www.aft.org/pubs- reports/downloads/teachers/rocketsci.pdf American Speech-Language-Hearing Association (ASHA). (2002). Knowledge and skills needed by speech- language pathologists with respect to reading and writing in children and adolescents. ASHA 2002 Desk Reference , 3. Retrieved January 2009 from http://www. asha.org/NR/rdonlyres/7EA339AB-A7EB-453D-9B09- ECCBB50C6ADB/0/v3KSReadingWritingChildren.pdf

Anderson, R. C. (1977). The notion of schemata and the educational enterprise. In R.C. Anderson, R.J. Spiro, & W.E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 415–431). Hillsdale, NJ: Erlbaum. Carroll, J. (2006). Phonological awareness: Investigating the phonological awareness skills of New Zealand primary schools’ educators. SET: Research information for Teachers , no. 3. New Zealand Council for Education Research. Chipman, S.F. (1993). Gazing once more into the silicon chip: Who’s revolutionary now? In S.P. Lajoie & S.J. Derry (Eds.), Computers as cognitive tools (pp. 341–367). Mahwah, NJ: Erlbaum. Chomsky, N. (1975). Reflections on language . New York: Pantheon Books. Clay, M. M. (1976). Young fluent readers: What can they teach us? London: Heinemann. Coltheart, M. (2005). Analysing developmental disorders of reading. Advances in Speech-Language Pathology , 7 (2): 49–57. Coltheart, M., & Prior, M. (2007). Learning to read in Australia . Occasional Paper 1/2007 Policy Paper no. 6. Canberra: The Academy of the Social Sciences in Australia. Retrieved January 2009 from http://decs.sa.gov.au/ wakefield/files/links/Learning_to_read.pdf De Lemos, M. (2002). Closing the gap between research and practice: Foundations for the acquisition of literacy . Melbourne: Australian Council for Educational Research. Department of Education, Science & Training. (2005). Teaching reading: Report and recommendations . National Inquiry into the Teaching of Reading. Commonwealth of Australia: Canberra. Retrieved April 2008 from http://www. dest.gov.au/nitl/report.htm Dewey, J. (1991). How we think . Buffalo, NY: Prometheus Books. (Original work published 1910) Education Queensland. (2000). Literate futures: Report of the Literacy Review for Queensland State Schools . Brisbane: The State of Queensland (Department of Education). Education Queensland. (2002). Literate futures: Reading . Brisbane: The State of Queensland (Department of Education).

Mentoring Program Share and Develop Skills – Surprise Yourself with New Insights Looking to maximise your learning and build on professional and personal capacities in 2009? – then Speech Pathology Australia’s Mentoring Program is just the thing for you. Providing an opportunity for reflective practice, development of new skills and increased knowledge and networks for both mentees and mentors. Anyone with two or more years experience in their work role can register as a mentor – you do not need to be an expert! With many new graduates now registering for the program, mentors are in high demand. We’d love to hear from mentors to match with these keen members. On the other hand, if you are a new graduate recently employed, changing your field of practice, new to an area, embarking on a research project, new to management or isolated in a sole position, why not register as a mentee to gain some extra support. The Association is please announce it now has a new brochure about the Mentoring Program. This brochure is now available via the Association website or by contacting the Association directly. For more detailed information and registration forms please check out the Mentoring Program information on the website. www.speechpathologyaustralia.org.au

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ACQ Volume 11, Number 2 2009

ACQ uiring knowledge in speech, language and hearing