Literaturnachweis - Detailanzeige
| Autor/inn/en | Wilson, Leanne; McNeill, Brigid; Gillon, Gail T. |
|---|---|
| Titel | A Comparison of Inter-Professional Education Programs in Preparing Prospective Teachers and Speech and Language Pathologists for Collaborative Language-Literacy Instruction |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 6, S.1179-1201 (23 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-016-9631-2 |
| Schlagwörter | Professional Education; Interdisciplinary Approach; Speech Language Pathology; Preservice Teachers; Language Skills; Early Reading; Reading Achievement; Case Method (Teaching Technique); Intervention; Experimental Groups; Control Groups; Comparative Analysis; Cooperative Learning; Literacy; Language Acquisition |
| Abstract | Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin early reading and spelling acquisition. The combined program incorporated student teachers and student speech and language pathologists (SLPs) working together on case-based instructional planning supplemented with structured opportunities for the groups to share their respective expertise in curriculum and linguistic knowledge. Student teachers (n = 18) and student SLPs (n = 27) were randomly assigned to this combined intervention or a comparison intervention that replaced the structured opportunities to share curriculum and linguistic knowledge with spending time together focused on non-language/literacy based activities. Before-and-after comparisons indicated that only the students in the combined condition increased their linguistic/curricular knowledge (p < 0.05). However, neither of the interventions improved students' case-based instructional planning for children's literacy learning over and above what they could achieve working individually. Implications for the pre-service preparation of teachers and SLPs are discussed. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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