Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy

Internationally, professional bodies are increasingly recognizing a role for speech-language therapists (SLTs) in identifying and supporting students who struggle with literacy. Although some guidelines have been developed to support this work, little is understood about the overlapping, but distinctive knowledge bases claimed by SLTs and teachers with respect to reading instruction and provision of additional support to struggling readers. In this article, we report on a qualitative exploration of the experiences and perspectives of 25 professionals in Australia who are dually qualified as teachers and SLTs. The aim of this study was to understand the views from both professional perspectives about pre-service training and barriers and facilitators pertaining to literacy instruction and intervention. Paradigm differences in conceptualizing reading instruction and support, bi-directional knowledge of scope of practice, and employment barriers and enablers emerged as themes and are discussed with reference to implications for pre-service training and interprofessional practice in school settings.

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Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00064 ◽

2020 ◽

Vol 51 (3) ◽

pp. 509-513

Author(s):

Ashley Bourque Meaux ◽

Julie A. Wolter ◽

Ginger G. Collins

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Literacy Development ◽

Morphological Awareness ◽

Language And Literacy ◽

Speech Language Pathologists ◽

School Based ◽

Literacy Success ◽

Key Factor ◽

Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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Assessing Language and Literacy Skills of School-Aged Children

Perspectives on School-Based Issues ◽

10.1044/sbi9.2.66 ◽

2008 ◽

Vol 9 (2) ◽

pp. 66-70

Author(s):

Jennifer Walz Garrett

Keyword(s):

Literacy Skills ◽

Assessment Tools ◽

Treatment Goals ◽

Miscue Analysis ◽

Language And Literacy ◽

Speech Language Pathologists ◽

School Aged Children ◽

School Based ◽

Assessment Procedures ◽

Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

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A Preliminary Exploration of Pitch Discrimination, Temporal Sequencing, and Prosodic Awareness Skills of Children Who Participate in Different School-Based Music Curricula

Brain Sciences ◽

10.3390/brainsci11080982 ◽

2021 ◽

Vol 11 (8) ◽

pp. 982

Author(s):

Ashley G. Flagge ◽

Mary Ellen Neeley ◽

Tara M. Davis ◽

Victoria S. Henbest

Keyword(s):

Phonological Processing ◽

Auditory Processing ◽

Musical Training ◽

Positive Influence ◽

Pitch Discrimination ◽

Language And Literacy ◽

School Based ◽

Temporal Sequencing ◽

School Music ◽

Music Class

Musical training has been shown to have a positive influence on a variety of skills, including auditory-based tasks and nonmusical cognitive and executive functioning tasks; however, because previous investigations have yielded mixed results regarding the relationship between musical training and these skills, the purpose of this study was to examine and compare the auditory processing skills of children who receive focused, daily musical training with those with more limited, generalized musical training. Sixteen typically developing children (second–fourth grade) from two different schools receiving different music curricula were assessed on measures of pitch discrimination, temporal sequencing, and prosodic awareness. The results indicated significantly better scores in pitch discrimination abilities for the children receiving daily, focused musical training (School 1) compared to students attending music class only once per week, utilizing a more generalized elementary school music curriculum (School 2). The findings suggest that more in-depth and frequent musical training may be associated with better pitch discrimination abilities in children. This finding is important given that the ability to discriminate pitch has been linked to improved phonological processing skills, an important skill for developing spoken language and literacy. Future investigations are needed to determine whether the null findings for temporal sequencing and prosodic awareness can be replicated or may be different for various grades and tasks for measuring these abilities.

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A qualitative exploration of patients’ experiences, needs and expectations regarding online access to their primary care record

BMJ Open ◽

10.1136/bmjopen-2020-044221 ◽

2021 ◽

Vol 11 (3) ◽

pp. e044221

Author(s):

Brian McMillan ◽

Gail Davidge ◽

Lindsey Brown ◽

Moira Lyons ◽

Helen Atherton ◽

...

Keyword(s):

Primary Care ◽

Focus Groups ◽

Negative Consequences ◽

Face To Face ◽

Primary Care Record ◽

Online Access ◽

Additional Support ◽

The Uk ◽

Records Access ◽

Qualitative Exploration

ObjectivesPrimary care records have traditionally served the needs and demands of clinicians rather than those of the patient. In England, general practices must promote and offer registered patients online access to their primary care record, and research has shown benefits to both patients and clinicians of doing so. Despite this, we know little about patients’ needs and expectations regarding online access to their record. This study explored what patients and carers want from online access to their electronic primary care health record, their experiences of using it, how they would like to interact with their record and what support they may need.DesignFocus groups and semistructured interviews using purposive sampling to achieve a good sociodemographic spread. Interviews were digitally audiorecorded, transcribed and coded using an established thematic approach.SettingFocus groups and interviews were conducted in community settings in the UK.ParticipantsFifty-four individuals who were either eligible for the National Health Service Health Check, living with more than one long-term condition or caring for someone else.ResultsParticipants views regarding online access were categorised into four main themes: awareness, capabilities, consequences and inevitability. Participants felt online access should be better promoted, and suggested a number of additional functions, such as better integration with other parts of the healthcare system. It was felt that online access could improve quality of care (eg, through increased transparency) but also have potential negative consequences (eg, by replacing face to face contact). A move towards more online records access was considered inevitable, but participants noted a need for additional support and training in using the online record, especially to ensure that health inequalities are not exacerbated.ConclusionsDiscussions with patients and carers about their views of accessing online records have provided useful insights into future directions and potential improvements for this service.

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Bringing Them in: The Experiences of Imported and Overseas-Qualified Teachers

Australian Journal of Education ◽

10.1177/000494410905300207 ◽

2009 ◽

Vol 53 (2) ◽

pp. 192-206 ◽

Cited By ~ 8

Author(s):

Elaine Sharplin

Keyword(s):

Cultural Adaptation ◽

Multiple Site ◽

Application Process ◽

Empirical Examination ◽

Teacher Shortages ◽

Behaviour Management ◽

Qualified Teachers ◽

School Based ◽

Western Australian

This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill ‘difficult-to-staff’ Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and overseas-qualified teachers found that they experienced difficulties with the employment application process, were not adequately inducted into the system and experienced difficulties with cultural adaptation related to pedagogy, behaviour management and language. These teachers still remained in schools for lengths of time comparable to their Australian-born counterparts. Transitions into schools could be assisted with improved appointment processes, induction and school-based support. A research agenda for further investigation of this field is recommended.

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Coaching Models of School-Based Prevention and Promotion Programmes: A Qualitative Exploration of UK Teachers’ Perceptions

School Mental Health ◽

10.1007/s12310-018-9282-3 ◽

2018 ◽

Vol 10 (3) ◽

pp. 287-300 ◽

Cited By ~ 6

Author(s):

Emma Ashworth ◽

Ola Demkowicz ◽

Ann Lendrum ◽

Kirsty Frearson

Keyword(s):

Teachers Perceptions ◽

School Based ◽

Qualitative Exploration

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Effects of Fluency Oriented Instruction on Motivation for Reading of Struggling Readers

Education Sciences ◽

10.3390/educsci10030056 ◽

2020 ◽

Vol 10 (3) ◽

pp. 56

Author(s):

Gene Mehigan

Keyword(s):

Reading Instruction ◽

Struggling Readers ◽

Primary Schools ◽

Positive Impact ◽

Structured Interviews ◽

Educationally Disadvantaged ◽

Disadvantaged Communities ◽

Research Questions ◽

Teachers And Parents ◽

Conversational Interviews

This paper looks at the effects of an intervention, based on fluency oriented reading instruction (FORI), on the motivation for reading among struggling readers in First Class in Irish primary schools. The intervention took place in learning support settings in three primary schools located in urban educationally disadvantaged communities in North Dublin. The study was conducted through a pragmatic lens with research questions framed to shed light on the motivation for reading of students in First Class from disadvantaged backgrounds. A mixed methods design with a concurrent triangulation strategy was employed, facilitating the exploration of multiple research questions using questionnaires and semi-structured interviews with teachers and parents and conversational interviews and surveys with students. The perspective of reading motivation guiding the study recognised the overlapping influences of teachers, parents and the student himself or herself. Findings, as reported by these research informants, indicate that the FORI intervention had a positive impact on the motivation for reading of struggling readers in First Class. In particular, the intervention was found to decrease students’ perceived difficulty with reading and increase their reading self-efficacy and orientation towards reading.

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Selecting a Reading Intervention Program for Struggling Readers: A Case Study of an Urban District

International Journal of Educational Reform ◽

10.1177/105678791802700301 ◽

2018 ◽

Vol 27 (3) ◽

pp. 234-252

Author(s):

Kathryn C. Auletto ◽

Mary-Kate Sableski

Keyword(s):

Reading Instruction ◽

Struggling Readers ◽

Reading Intervention ◽

Intervention Program ◽

Research Question ◽

Intervention Programs ◽

Primary Data ◽

Urban District ◽

Reading Intervention Program ◽

Long Term Impact

Reading intervention programs provide the foundation for the educational success of students, especially those who are considered struggling readers. States across the country recently implemented legislation related to reading achievement, in which districts are required to provide specific literacy interventions to struggling readers in order to prevent retention. The choice in reading instructional programs has long-term impact on the future of students, as it is these programs that determine the need for retention in response to this legislation. This research study examines the factors that affect the decision of an urban district in selecting a reading intervention program to support struggling readers. The primary data sources include interviews and observations of two teachers who have chosen different reading intervention programs within the district. This study provides insights into schools currently affected by this policy and how they are choosing to respond to the new demands. The research question is: What factors influence an urban school district's decision about specific reading instruction programs for struggling readers in response to state legislation requirements?

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