Document Detail


Capacity to support young low-progress readers at school: Experiences of speech-language pathologists.
MedLine Citation:
PMID:  23374022     Owner:  NLM     Status:  Publisher    
Abstract/OtherAbstract:
There is a complex interplay between expectations for speech-language pathologists based in primary schools to work with low-progress readers and various factors that may preclude this from actually occurring. This qualitative study investigated experiences and perspectives of nine Australian speech-language pathologists based in primary schools about their capacity to work with low-progress readers. Building on previous quantitative research, this study supported a relatively even split of those who do and do not work with such children. Moreover, thematic analysis revealed that speech-language pathologists face many more barriers than facilitators when attempting to become a member of written language support teams within schools. Facilitators included having a personal interest in reading difficulty as well as working in an environment supportive of speech-language pathology input for low-progress readers. Barriers to working with or participating in teams to support low-progress readers involved factors such as time constraints, resistance from educational colleagues, and a theoretical divide about reading difficulty between educators and speech-language pathologists. Suggested strategies to enhance school-based speech-language pathologists' capacity to operate as key supports for struggling readers are discussed. These include approaches such as aiming to create a more transparent role definition, professional advocacy, and increasing interdisciplinary collaborations at schools.
Authors:
Tanya Serry
Publication Detail:
Type:  JOURNAL ARTICLE     Date:  2013-2-4
Journal Detail:
Title:  International journal of speech-language pathology     Volume:  -     ISSN:  1754-9515     ISO Abbreviation:  Int J Speech Lang Pathol     Publication Date:  2013 Feb 
Date Detail:
Created Date:  2013-2-4     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  101320232     Medline TA:  Int J Speech Lang Pathol     Country:  -    
Other Details:
Languages:  ENG     Pagination:  -     Citation Subset:  -    
Affiliation:
La Trobe University , Melbourne, Victoria , Australia.
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