Background/Rationale: Two studies were undertaken to investigate the relationship between speech sound disorders (SSD) and literacy skills, and to lay the foundation for future investigations within outpatient clinical settings. Support for the clinical consensus model versus the consolidated model of SSD was evaluated. Objective/Purpose: Study 1 examined the relationship between speech error types at ages 5-6 and literacy at ages 7-9. Phonological errors were hypothesized to be associated with poorer phonological awareness (PA) and literacy. Study 2 identified a minimum clinical outcome set, explored the feasibility of collecting identified outcomes during customary care, and examined how data could be effectively extracted from the medical record. Methods: Study 1: A retrospective cohort study, using data from a longitudinal study examining the relationship between SSD and literacy, was conducted with 123 children, 86 with SSD and 37 with age-typical speech. At ages 5-6, a novel analysis of phonological, articulation, and apraxic-type errors was conducted. The relationships of these errors to concurrent language and reading precursors, and to later literacy outcomes, were assessed. Study 2: 99 outpatient speech-language pathologists from a hospital system were surveyed regarding outcome collection. Chart reviews identified documentation conventions. Data extraction options were explored. Results: Study 1: Phonological, but not articulation, errors at ages 5-6 were negatively associated with PA and letter knowledge, and literacy outcomes at ages 7-9, even in the presence of language skills. Apraxic-type errors were most predictive of PA (age 5-6) and literacy (ages 7-9).Study 2: Five key outcomes were identified: speech production, language, pre-literacy skills, motor-speech, and quality of life. Chart audits revealed inconsistent documentation practices. Flowsheets were the most efficient tool to collect and extract data from the medical record. Conclusion: Some support was provided for utilizing the clinical consensus model of SSD to investigate relationships with literacy. Future investigations should further examine the association between apraxic errors and literacy skills, test whether observed relationships hold at younger ages, and evaluate the efficacy of treatment paradigms including PA interventions concurrent with speech therapy to reduce later reading difficulties. A consistent outcomes data set within the outpatient setting may facilitate timely investigations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]