Abstract
With the enactment of the No Child Left Behind Act of 2001 and the reauthorization of the Individuals with Disabilities Education Improvement Act 2004, our nation has an explicit mandate to put reading first. Recognizing the fundamental connection between language and literacy, teachers and speech-language pathologists have become more collaborative in the provision of literacy instruction. This article provides a set of guiding principles for forming successful literacy partnerships and offers suggestions for responding to challenges, such as a school philosophy that does not support collaboration, separate goals and expectations, limited time for interaction and planning, inadequate communication systems, and lack of professional preparation. Appropriate responses to these challenges by coequal literacy partners will result in dynamic collaborative practices, which are characterized by mutual problem solving and shared responsibility, common goals and priorities, respect for different perspectives, realistic expectations, and celebration and sharing of successes related to student outcomes and the literacy partnership.