The Frequency and Nature of Communication Between School-Based Speech-Language Pathologists and Caregivers of Children With Language Impairment

2017 ◽  
Vol 26 (4) ◽  
pp. 1193-1201 ◽  
Author(s):  
Sherine R. Tambyraja ◽  
Mary Beth Schmitt ◽  
Laura M. Justice
Keyword(s):  
Socioeconomic Status ◽  
Early Literacy ◽  
Language Impairment ◽  
Work Experience ◽  
Work Conditions ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Communication Frequency ◽  
Academic Year

PurposeThe present study investigates the extent to which school-based speech-language pathologists (SLPs) communicate with the caregivers of children with language impairment and the factors that are significantly associated with frequent communication. In addition, this study investigates the extent to which frequent SLP–caregiver communication is associated with change in language and literacy abilities of children.MethodTo address the study aims, weekly communication logs from 73 SLPs, serving 3–5 children with language impairment in grades K-2, were collected for a complete academic year. Logs detailed the frequency and nature of SLP–caregiver communication. Information regarding children's age, language ability, and socioeconomic status were gathered at study onset; additionally, SLPs completed a questionnaire about their work experience and current work conditions (e.g., caseload size and job satisfaction). Finally, children were administered grammar, vocabulary, and early literacy assessments at the beginning and end of the academic year.ResultsDescriptive results indicate that (a) the most common type of communication was via homework, (b) children's socioeconomic status was related to communication frequency, and (c) increased SLP–caregiver communication related to increased grammar gains over the academic year.ConclusionThese results suggest that SLP–caregiver communication may be important for children's language outcomes; further studies exploring ways to support these communicative efforts are warranted.

Using Hierarchical Linear Modeling to Examine How Individual SLPs Differentially Contribute to Children's Language and Literacy Gains in Public Schools

2015 ◽  
Vol 24 (3) ◽  
pp. 504-516 ◽  
Author(s):  
Kelly Farquharson ◽  
Sherine R. Tambyraja ◽  
Jessica Logan ◽  
Laura M. Justice ◽  
Mary Beth Schmitt
Keyword(s):  
Public Schools ◽  
Hierarchical Linear Modeling ◽  
Language Impairment ◽  
Language Intervention ◽  
Language And Literacy ◽  
Linear Modeling ◽  
Word Decoding ◽  
School Based ◽  
The Individual ◽  
Academic Year

Purpose The purpose of this study was twofold: (a) to determine the unique contributions in children's language and literacy gains, over 1 academic year, that are attributable to the individual speech-language pathologist (SLP) and (b) to explore possible child- and SLP-level factors that may further explain SLPs' contributions to children's language and literacy gains. Method Participants were 288 kindergarten and 1st-grade children with language impairment who were currently receiving school-based language intervention from SLPs. Using hierarchical linear modeling, we partitioned the variance in children's gains in language (i.e., grammar, vocabulary) and literacy (i.e., word decoding) that could be attributed to their individual SLP. Results Results revealed a significant contribution of individual SLPs to children's gains in grammar, vocabulary, and word decoding. Children's fall language scores and grade were significant predictors of SLPs' contributions, although no SLP-level predictors were significant. Conclusions The present study makes a first step toward incorporating implementation science and suggests that, for children receiving school-based language intervention, variance in child language and literacy gains in an academic year is at least partially attributable to SLPs. Continued work in this area should examine the possible SLP-level characteristics that may further explicate the relative contributions of SLPs.

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

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.

Assessing Language and Literacy Skills of School-Aged Children

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.

scholarly journals Home Language and Literacy Environments and Early Literacy Trajectories of Low‐Socioeconomic Status Chilean Children

2020 ◽  
Vol 91 (6) ◽  
pp. 2042-2062
Author(s):  
Susana Mendive ◽  
Mayra Mascareño Lara ◽  
Daniela Aldoney ◽  
J. Carola Pérez ◽  
José P. Pezoa
Keyword(s):  
Socioeconomic Status ◽  
Early Literacy ◽  
Low Socioeconomic Status ◽  
Home Language ◽  
Language And Literacy ◽  
Low Socioeconomic ◽  
Literacy Environments

Perceptions of a culturally responsive school-based oral language and early literacy programme

2020 ◽  
pp. 1-10
Author(s):  
Taneal Norman ◽  
Wendy M. Pearce ◽  
Fiona Eastley
Keyword(s):  
Rural Communities ◽  
Early Literacy ◽  
Oral Language ◽  
Literacy Development ◽  
Culturally Responsive ◽  
Language And Literacy ◽  
Educator Perceptions ◽  
Literacy Programme ◽  
Australian Aboriginal ◽  
School Based

Abstract ‘Sounds, Words, Aboriginal Language and Yarning’ (SWAY) is a school-based oral language and early literacy programme based on Australian Aboriginal stories, knowledge and culture. It was developed by a multidisciplinary team in collaboration with Australian Aboriginal community members. SWAY aims to strengthen and support the communication skills of educators to facilitate language and literacy development of children in the early school years, particularly Australian Aboriginal children, within rural communities in New South Wales. Key features of SWAY include capacity building of educators and small group speech-language pathology intervention sessions, delivered remotely via telehealth. This study explored educator perceptions of SWAY training, mentoring and implementation, using a mixed methods approach. Findings revealed: use of culturally responsive strategies; positive educator perceptions of the SWAY programme, training and mentoring and positive changes to the confidence and behaviours of educators both supporting language and early literacy development, and embedding Australian Aboriginal perspectives in the classroom. Positive findings support and encourage the ongoing provision of SWAY. Findings also have implications for the future collaborative development and implementation of culturally responsive language and literacy programmes.

School-Based Speech-Language Pathologists' Knowledge/Use of Morphological Awareness Instruction: Results of a Survey

2019 ◽  
Vol 4 (4) ◽  
pp. 696-703 ◽  
Author(s):  
Joy E. Good
Keyword(s):  
Clinical Practice ◽  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Morphological Awareness ◽  
Speech Language Pathologists ◽  
School Based ◽  
Level Of Satisfaction ◽  
Language Learning Disability ◽  
High Level

Purpose This study was conducted to gain a better understanding of the role that morphological awareness instruction plays in school-based speech-language pathologists' (SLPs) clinical practice. Issues related to their knowledge and use of morphological awareness instruction and their overall level of satisfaction with this type of treatment were examined in the survey. Method Members of the School-Based Issues Special Interest Group 16 responded to an invitation to complete an electronic survey related to morphological awareness instruction. Results The majority of the survey participants did report using morphological awareness instruction within their clinical practice. SLPs were most likely to provide morphological awareness instruction to clients in the elementary grades diagnosed with either a language learning disability or specific language impairment. Specific activities used varied across survey participants, but the majority expressed a high level of satisfaction with this type of intervention. Conclusion Data from the current survey reveal that many SLPs recognize the benefits of morphological awareness instruction. Educational and clinical implications are discussed.

Vocabulary Intervention: A National Survey of School-Based Speech–Language Pathologists

2019 ◽  
Vol 41 (3) ◽  
pp. 151-161 ◽  
Author(s):  
Sara C. Steele
Keyword(s):  
Language Impairment ◽  
Online Survey ◽  
School Age Children ◽  
School Age ◽  
Teaching Techniques ◽  
Speech Language Pathologists ◽  
Vocabulary Intervention ◽  
School Settings ◽  
School Based ◽  
Frequency Counts

This study documented the perspectives of school-based speech–language pathologists (SLPs) who provide vocabulary intervention to students with language impairment. SLPs ( n = 357) working in school settings completed an online survey that included multiple choice, multiple answer, and open-ended questions about service delivery, intervention approaches, and teaching techniques and activities. Percentages, frequency counts, and a qualitative analysis of open-ended questions created a broad account of vocabulary intervention practices. Results showed that SLPs use a variety of approaches and techniques to address vocabulary deficits in school-age children.

Curriculum-Based Language Interventions: What, Who, Why, Where, and How?

2018 ◽  
Vol 49 (2) ◽  
pp. 165-175 ◽  
Author(s):  
Ashley Bourque Meaux ◽  
Janet A. Norris
Keyword(s):  
Elementary School ◽  
Early Elementary ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
Educational Curriculum ◽  
School Based ◽  
Language Interventions ◽  
Early Elementary School

PurposeSchool-based speech-language pathologists (SLPs) have been asked to be contributors to the educational curriculum (American Speech-Language-Hearing Association, 2010). The aim of this tutorial is to provide elementary school-based SLPs with a guide to explore curriculum-based language interventions (CBLIs) in their practices.MethodIn this tutorial, the authors (a) describe CBLI, (b) review the existing literature available to guide this type of practice in elementary school, (c) provide examples of how we have explored CBLIs, and (d) discuss the existing barriers for implementing CBLIs in schools.ConclusionSLPs have language and literacy expertise qualifying us to be well-suited for playing an important role in supporting CBLI. The information presented in this article provides school-based SLPs with support to implement CBLIs in early elementary school and illustrates the need for additional evidence to support CBLIs.

Literacy Socialization in the Homes of Preschool Children

1997 ◽  
Vol 28 (2) ◽  
pp. 154-163 ◽  
Author(s):  
Chris A. Marvin ◽  
Dawn Wright
Keyword(s):  
Preschool Children ◽  
Early Literacy ◽  
Language Impairment ◽  
Language Impairments ◽  
Language Intervention ◽  
Intervention Programs ◽  
Language And Literacy ◽  
Literacy Experiences ◽  
Children's Literacy ◽  
At Home

For parents of children with speech-language impairments, the assumption that their children will become literate is a natural, but not always fulfilled, expectation. This study explored the literacy experiences reported to be available in the homes of three groups of preschool children. Surveys were sent to the families of children aged 3 to 5 years who had (a) a speech-language impairment, (b) a disability other than speech-language impairment, and (c) no disability or delay. Respondents described the literacy-related materials and activities that were made available to the children at home. Respondents also described the children’s and adult’s reading and writing behaviors at home. Despite similarities in socioeconomic status, age, access to materials, and parental expectations for the children’s literacy abilities at age 21, the results suggested significantly different activities and interactions with print for the group of children with speech-language impairments. Implications for the design of early literacy and language intervention programs are discussed. The importance of considering the child’s literacy experiences at home in the assessment of the child’s language and literacy needs is also highlighted.

School-Based Speech-Language Pathologists' Perspectives on Diagnostic Decision Making

2018 ◽  
Vol 27 (2) ◽  
pp. 796-812 ◽  
Author(s):  
Katrina Fulcher-Rood ◽  
Anny P. Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Decision Making ◽  
Standardized Testing ◽  
Language Impairment ◽  
Assessment Tool ◽  
The United States ◽  
Federal State ◽  
Speech Language Pathologists ◽  
School Based ◽  
Diagnostic Decision ◽  
Diagnostic Decision Making

Purpose This study used a structured open interview approach to elicit information from school-based speech-language pathologists (SLPs) regarding their assessment practices for children with suspected language impairment. Method Phone interviews were conducted with 39 school-based SLPs who were employed across the United States. The interviews explored assessment topics related to assessment tool selection and rationale and the integration of assessment data to determine treatment eligibility. Results The results of this study suggest that SLPs use both standardized testing and informal testing for their diagnostic procedures. Standardized testing appears to be the tool that drives diagnostic decisions regarding eligibility and severity. Informal measures, such as parent/teacher interviews and language sampling, were used by school-based SLPs to gather information regarding naturalistic language use; however, they seem less important in the diagnostic decision-making process. Also, SLPs reported completing language sample transcription and analysis in real time while interacting with a child. Conclusions School-based SLPs appear to rely on the results from standardized testing when determining treatment eligibility for children with language impairment. The reliance on standardized testing appears to be driven by institutional policies. We discuss the potential impact of federal/state/district guidelines on diagnostic decisions and consider the research-to-practice gap.

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