دورية أكاديمية
Speech-Language Pathologists' Perceptions of Language and Literacy Instruction for Pre-K Children With Developmental Language Disorder
| العنوان: | Speech-Language Pathologists' Perceptions of Language and Literacy Instruction for Pre-K Children With Developmental Language Disorder |
|---|---|
| المؤلفون: | Danika L. Pfeiffer (ORCID |
| المصدر: | Language, Speech, and Hearing Services in Schools. 2023 54(4):1295-1307. |
| الإتاحة: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A210031 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Speech Language Pathology, Allied Health Personnel, Emergent Literacy, Developmental Disabilities, Language Impairments, Language Acquisition, Teaching Methods, Inclusion, Preschool Teachers, Intervention, Preschool Children, Faculty Development |
| مصطلحات جغرافية: | United States |
| DOI: | 10.1044/2023_LSHSS-23-00002 |
| تدمد: | 0161-1461 1558-9129 |
| مستخلص: | Purpose: Speech-language pathologists (SLPs) have multiple roles and responsibilities related to language and literacy instruction in schools. The purpose of this exploratory, qualitative study was to analyze school-based SLPs' perceptions related to effective language and early literacy instruction for pre-K children with developmental language disorder (DLD). The goal of this study was to inform development of a new language and early literacy professional development program for inclusive pre-K teachers. Method: Eight school-based SLPs participated in a 1-hr virtual focus group conducted via Zoom recording technology. The researchers used a conventional content analysis approach to analyze the focus group data and identify themes from the discussion. Results: The researchers developed two themes: (1) SLPs identified repeated exposure to books, peer interaction, and teaching vocabulary with visual supports and props as key elements of language and literacy instruction that can be integrated into a variety of contexts; and (2) SLPs want more time with parents and teachers to support their book reading and model specific language strategies. Conclusions: SLPs identified several instructional practices inclusive pre-K teachers could be taught to use during professional development programs to support the emergent literacy development of children with DLD. They also discussed the need for ongoing collaboration between SLPs, caregivers, and teachers to maximize children's early language and literacy experiences. Future research should explore the impact of partnerships with caregivers and teachers on children's language and literacy outcomes. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1408345 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0161-1461 1558-9129 |
|---|---|
| DOI: | 10.1044/2023_LSHSS-23-00002 |