Original ArticlesEmbedding Evidence-Based Practices to Address Literacy in School-Based Speech–Language TherapyTambyraja, Sherine R.; Schmitt, Mary BethAuthor Information Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus (Dr Tambyraja); and Department of Communication Sciences and Disorders, Moody College of Communication, University of Texas–Austin (Dr Schmitt). Corresponding Author: Sherine R. Tambyraja, PhD, Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH 43201 ([email protected]). The authors have indicated that they have no financial and no nonfinancial relationships to disclose. Topics in Language Disorders: October/December 2020 - Volume 40 - Issue 4 - p 341-356 doi: 10.1097/TLD.0000000000000228 Buy Metrics Abstract Children with language impairment (LI) are at an elevated risk for reading difficulties, particularly if their language difficulties are present at the time of formal schooling entry. Learning to read is heavily dependent on linguistic knowledge, specifically phonological knowledge for word decoding and language comprehension for reading comprehension. Thus, speech–language pathologists (SLPs) are well suited to address both the language and literacy difficulties that children with LI may encounter. However, evidence suggests that children's literacy skills are rarely targets of intervention even in school-based settings. This article reviews evidence for why literacy should be addressed within the context of therapy, the positive effects that literacy interventions confer, and an examination of current practices regarding treating reading as a therapy target. The article concludes with suggestions for perspectives and approaches that may address the challenges and barriers faced by school-based SLPs, who should embed evidence-based literacy interventions for children with LI in their therapeutic activities. © 2020 Wolters Kluwer Health, Inc. All rights reserved.