Speech-Language Therapist and Teacher Knowledge of Early Literacy Skills

Autor/in	Krimm, Hannah
Titel	Speech-Language Therapist and Teacher Knowledge of Early Literacy Skills
Quelle	In: Child Language Teaching and Therapy, 38 (2022) 3, S.276-287 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Krimm, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590221101175
Schlagwörter	Speech Language Pathology; Allied Health Personnel; Emergent Literacy; Knowledge Level; Language Impairments; Self Evaluation (Individuals); Preschool Teachers; Kindergarten; Reading Instruction; Writing Instruction + Suchen Sie Ihr Suchwort? Frühleseunterricht; Wissensbasis; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Leseunterricht; Schreibunterricht
Abstract	Purpose: The purposes of this study were: (a) to compare speech-language therapists' (SLTs') and general education teachers' perceived skill for providing early reading and writing instruction and (b) to compare SLTs' and teachers' knowledge of early reading and writing skills. Method: SLTs (n = 28) and general education teachers (n = 25) participated in this study. Participants completed a self-assessment of their own skill level for providing early reading and writing instruction and an objective measure of their knowledge of early reading and writing skills. Results: There was a significant difference between groups in self-assessment of current skill for delivering early reading and writing instruction; SLTs rated their own current skill as lower than teachers rated their own current skill. There was not a significant difference in knowledge of early reading and writing skills between SLTs and teachers. Conclusions: SLTs and teachers can benefit from continued professional development related to providing evidence-based reading and writing instruction. Because of their different perceptions of their own skills, professional development may need to be approached differently for SLTs and teachers. Future research will examine specific areas of knowledge strength and weakness for SLTs and teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01