Experiences and Perceptions of School-Based Speech-Language Pathologists Related to Literacy: Results From a National Survey

Abstract

Purpose: School-based speech-language pathologists (SLPs) play an important role in supporting children with reading and writing difficulties. The purpose of this study was to describe the training, experiences, and knowledge of SLPs who work in preschool, elementary school, or middle/high school settings in relation to children with reading and writing difficulties. Method: Preschool and school-based SLPs ( N = 280) participated in an online survey, with items related to preservice and in-service training experiences, experiences and perceptions of competence related to reading and writing assessment and instruction with students on their caseload, and knowledge of reading and writing. Results: The majority of respondents reported limited preservice coursework and clinical training experiences with students with reading and writing difficulties. Many SLPs reported that more than half of the students on their caseload had reading and writing difficulties, but many SLPs (approximately 40%) had poor confidence in their abilities in assessment and intervention with children with reading and writing difficulties. Conclusions: Nearly all SLPs indicated that they would benefit from additional training and experience with children with reading and writing difficulties. We provide some initial suggestions for graduate coursework, clinical training experiences, and tailored professional development. Supplemental Material: https://doi.org/10.23641/asha.21809514