Loading...
A survey of Kansas speech-language pathologists' knowledge and confidence regarding literacy intervention
Chavira, Judydiana
Chavira, Judydiana
Citations
Altmetric:
Files
Loading...
Abstract
Adobe PDF, 57.71 KB
Authors
Other Names
Location
Time Period
Original Date
Digitization Date
Issue Date
2021-02-18
Type
Abstract
Genre
Keywords
Subjects (LCSH)
Citation
Abstract
The connection between spoken and written language has been well established in the research literature. Spoken language is a crucial component in supporting the development of reading and writing. For the past 19 years, speech-language pathologists (SLPs) have had a role in providing literacy services. SLPs are trained in the areas of speech, language, and communication. Their knowledge and expertise regarding spoken and written language qualifies SLPs to intervene in the area of literacy. However, SLPs report that they are still not completely confident in providing services. A recent report indicated Kansas' students are not at grade level in reading and writing. This is alarming, as literacy is integral to be successful in college and the workplace. If literacy intervention is not provided, students will not be prepared to meet the demands necessary to contribute to the flourishing development of the economy in Kansas, as they will not have the necessary skills required when entering the workforce. The current study aims to (1) assess Kansas school-based SLPs' knowledge and confidence with providing literacy services through the distribution of an online survey and to (2) understand how to best serve children with written language disorders in public schools. This study replicates a published survey. Participants were recruited through the state association for Kansas SLPs. Preliminary results indicate SLPs could benefit from professional development about literacy intervention for high schoolers. This survey research project will inform future studies and professional development opportunities for Kansas SLPs in the area of literacy intervention.
Table of Contents
Description
Poster project completed at the Wichita State University Department of Communication Sciences and Disorders and the School of Education. Presented virtually at the 18th Annual Capitol Graduate Research Summit, Topeka, KS, February 18, 2021.
18th Capitol Graduate Research Summit (CGRS) - University award
18th Capitol Graduate Research Summit (CGRS) - University award
Publisher
Wichita State University