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The acquisition of emergent literacy skills has become a prominent focus of early childhood education programs in recent years as research has demonstrated the significance of emergent literacy ability in the process of learning to read. The effectiveness of use of varied instructional techniques targeting the emergent literacy domains of phonological awareness, written language awareness, emergent writing, and oral language is well described in the literature. Consequently, educational service providers like speech-language pathologists are being called upon to assume roles in emergent literacy service provision. However, research has not fully explored the perceptions and knowledge speech-language pathologists possess of emergent literacy instructional practices. This concurrent triangulation mixed methods study examined speech-language pathologists’ perceptions and knowledge of emergent literacy instructional practices. Three quantitative and two qualitative forms of data were collected and analyzed from a criterion and purposive sample of five educational speech-language pathologists. Findings revealed speech-language pathologists possessed positive perceptions of emergent literacy instruction and endorsed use of numerous instructional techniques and intervention formats to target multiple emergent literacy skills. Results also indicated the presence of a narrow view of emergent literacy instruction as participants maintained a primary focus on oral language and phonological awareness in intervention sessions. Additionally, varied perspectives of speech-language pathologists’ role in emergent literacy instruction and numerous constraints to implementation of best practice in emergent literacy were identified. Findings demonstrated strength in participants’ pedagogical knowledge of emergent literacy instructional techniques in oral language and phonological awareness and strength in content knowledge of phonological awareness. However, findings also revealed limitations in understanding as speech-language pathologists’ did not demonstrate thorough knowledge of instructional practices across all domains of emergent literacy. Additionally, varying degrees of emergent literacy knowledge among speech-language pathologists were noted. Finally, comparison of quantitative and qualitative results of speech-language pathologists’ emergent literacy perceptions and knowledge revealed convergence of numerous findings.

Book Summary: Speaking directly to experienced and novice clinicians, educators and students in speech-language pathology/speech and language therapy via an informative essay-based approach, Children’s Speech Sound Disorders provides concise, easy-to-understand explanations of key aspects of the classification, assessment, diagnosis and treatment of articulation disorders, phonological disorders and childhood apraxia of speech. It also includes a range of searching questions to international experts on their work in the child speech field. This new edition of Children’s Speech Sound Disorders is meticulously updated and expanded. It includes new material on Apps, assessing and treating two-year-olds, children acquiring languages other than English and working with multilingual children, communities of practice in communication sciences and disorders, distinguishing delay from disorder, linguistic sciences, counselling and managing difficult behaviour, and the neural underpinnings of and new approaches to treating CAS. This bestselling guide includes: Case vignettes and real-world examples to place topics in context Expert essays by sixty distinguished contributors A companion website for instructors at www.wiley.com/go/bowen/speechlanguagetherapy and a range of supporting materials on the author’s own site at speech-language-therapy.com Drawing on a range of theoretical, research and clinical perspectives and emphasising quality client care and evidence-based practice, Children’s Speech Sound Disorders is a comprehensive collection of clinical nuggets, hands-on strategies, and inspiration.

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Cleft lip and palate (CLP) has been determined to be the second most common birth defect in the United States, affecting 1 in every 940 births (Parker et al., 2010). The team approach is the accepted best practice for children with CLP (Kummer, 2020) and the school-based Speech-Language Pathologist (SLP) has an important role to play in assessment and intervention of children with repaired CLP, however there is little research to describe their collaboration. This research aimed to explore and describe the referral practices of school-based SLP’s to CLP teams. A survey titled “Referral to Cleft Lip and Palate Teams: Practice of School-Based Speech Language Pathologist’s” was developed and distributed to members of the American Speech-Language Hearing Association’s (ASHA’s) Special Interest Groups (SIGs) 15 and 16 following an in depth literature review on the topic. A total of 57 practicing school-based SLPs acted as respondents. The results of the survey suggested VPD was the main reason for making a referral to a CLP team (89.72%), which validates the response that clients mostly referred had suspected VPD (89.47%). Making a team referral was not common practice, as 58.7% had never made a CLP team referral in the schools. ENTs (51.06%) were the preferred choice of referral in comparison to a CLP team (25.53%). Barriers to making CLP team referrals varied and obtaining permission from the school was experienced by some respondents (36.36%). Respondents made valuable comments which centered on positive experiences with working with CLP teams (11/56). The process of making referrals to CLP teams and collaboration between school-based SLPs and CLP teams needs to be addressed in graduate training and CE. According to Vallino et al., (2019) such communication enhances care, bridges the perceived gap between school-based SLPs and CLP teams, and will ensure that children with CLP and VPD receive the best care possible.

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