Student Perspectives on Learning Language Sample Analysis Using LENA

Autor/in	Flippin, Michelle
Titel	Student Perspectives on Learning Language Sample Analysis Using LENA
Quelle	In: Teaching and Learning in Communication Sciences & Disorders, 7 (2023) 1, Artikel 6 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Attitudes; Language Tests; Sampling; Language Impairments; Speech Language Pathology; Communication Disorders; Undergraduate Students; Data Collection; Data Analysis; Allied Health Occupations Education; Child Language; Language Acquisition; Critical Thinking; Computational Linguistics + Suchen Sie Ihr Suchwort? Schülerverhalten; Language test; Sprachtest; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kommunikationsstörung; Data capture; Datensammlung; Auswertung; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Kritisches Denken; Linguistics; Computerlinguistik
Abstract	Language sample analysis (LSA) is valuable clinical tool and an important component of comprehensive language assessment. However, LSA is underutilized in real-world practice. SLPs have identified time constraints, insufficient training, and lack of confidence in LSA skills as barriers to regular LSA implementation. Communication science and disorders (CSD) programs have opportunities to provide LSA instruction to address these barriers and prepare students to reliably, feasibly, and confidently use LSA in clinical practice. This pilot study examined CSD students' perspectives on LSA instruction using the Language ENvironment Analysis System (LENA). Undergraduate students (n = 38) completed a series of two electronic surveys prior to and following LSA instruction using LENA. Changes in students' self-ratings of knowledge and skills in collecting and analyzing language samples, attitudes towards studying LSA and child language development, and critical thinking skills were assessed. Significantly higher student ratings were found for all items measuring language sampling knowledge and skills following digital LSA instruction compared to baseline. In addition, student ratings of enthusiasm for and confidence in studying LSA and child language development were also significantly higher. Students' self-ratings of critical thinking skills did not increase significantly following instruction in digital LSA. Implications for LSA teaching and learning are discussed. (As Provided).
Anmerkungen	Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01