The purpose of this study was to identify the practices of certified speech-language pathologists (SLPs) who participate in school-wide literacy initiatives within the K-12 educational setting. The study sought to answers the following research questions:
RQ1: How do speech-language pathologists indicate they are able to participate in literacy development across multiple tiers of intervention?
RQ2: What steps do speech-language pathologists indicate they have implemented to increase awareness of their role in reading and writing (literacy)?
RQ3: What measures do speech-language pathologists indicate they have taken to increase their involvement in school-wide literacy programming?
The practitioners participating in this study were selected from online professional communities of speech-language pathologists holding the Certification of Clinical Competence from the American Speech-Language Hearing Association (ASHA) or an equivalent credential from a licensing organization. Twelve speech-language pathologists engaged in virtual interviews. Their responses were collectively analyzed to identify common practice employed by SLPs, who through a tiered intervention process, support literacy acquisition. The intent behind the study was to add to the current literature in such a way that more SLPs would have actionable steps to follow to increase participation in tiered literacy initiatives. Additionally, the investigator sought to inform educational leaders of the expertise of SLPs on school campuses and potential ways in which that expertise can be used to support literacy acquisition. Findings from the study revealed that through collaborative practices, speech-language pathologists are able to assist with the identification, intervention, and monitoring of students exhibiting challenges with early language and literacy. Additionally, the findings suggested that support from district and building administrator(s) or the lack thereof, is highly influentially in determining the level of involvement of speech-language pathologists in tiered literacy initiatives across the public school environment. / Doctor of Education / The purpose of this study was to identify the practices of certified speech-language pathologists (SLPs) who participate in school-wide literacy initiatives within the K-12 educational setting. The study sought to answers the following research questions:
RQ1: How do speech-language pathologists indicate they are able to participate in literacy development across multiple tiers of intervention?
RQ2: What steps do speech-language pathologists indicate they implemented to increase awareness of their role in reading and writing (literacy)?
RQ3: What measures do speech-language pathologists indicate they have taken to increase their involvement in school-wide literacy programming?
Results of the interviews were collected and analyzed into common themes. Major findings of this research revealed that speech-language pathologists participating in tiered literacy initiatives in public schools did so most frequently through participation on student assistance teams, collaborating with instructional staff to assess student performance, developing and modeling interventions and by supporting teacher efficacy through professional development. The speech-language pathologists in this study placed emphasis on having the support of administrators to allow SLPs the autonomy to navigate their workloads and to encourage inter-professional collaboration in order to support literacy initiatives across the K-12 setting.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/109788 |
| Date | 02 May 2022 |
| Creators | Alexander, Le-Zondra |
| Contributors | Counselor Education, Cash, Carol S., Price, Ted S., White, Tinkhani Ushe, Gratto, John Robert |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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