Any lingering questions about the role of speech-language pathologists as participants in the literacy education of school-age children have been clearly and succinctly answered by the American Speech-Language-Hearing Association (ASHA) position statement, Roles and Responsibilities of Speech-Language Pa thologists With Respect to Reading and Writing in Children and Adolescents (2001). Included in this document is a reminder of the inextricable link between spoken and written language, as evidenced by their respective hierarchical and reciprocal relationships. This same document highlights the ongoing interdependency of these communicative abilities across early development and adolescence (e.g., see Apel & Swank, 1999) into adulthood (Harris, 2001). Perhaps the best demonstration of the link between spoken and written language is the recognition that the same children who have problems with spoken language also have problems with reading and writing and, not surprisingly, vice versa. It follows that effective language interventions, whether focused on spoken or written language, exert reciprocally positive influences.