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Learning about Literacy: Speech-Language Pathologists' Pre-Service and In-Service Training Experiences in the United

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Speech-language pathologists (SLPs) report insufficient pre-service literacy training. In-service training positively impacts SLPs' practice, self-efficacy, and beliefs, highlighting a need for improved literacy education.

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Area of Science:

  • Speech-Language Pathology
  • Literacy Education
  • Professional Development

Background:

  • Speech-language pathologists (SLPs) play a crucial role in literacy development.
  • Understanding SLPs' training in literacy assessment and intervention is essential.
  • Current training may not adequately prepare SLPs for literacy-related roles.

Purpose of the Study:

  • To examine SLPs' pre-service and in-service literacy training experiences.
  • To investigate the relationship between literacy training and current practice, self-efficacy, and beliefs.
  • To identify needs for improving SLP literacy training.

Main Methods:

  • A web-based survey was administered to 444 speech-language pathologists.
  • Data collected on graduate coursework, in-service training, and current practice.
  • Statistical analyses examined relationships between training and professional outcomes.

Main Results:

  • Only 23% of SLPs took dedicated graduate literacy courses; 8.5% felt well-trained in literacy.
  • 80% completed in-service literacy training, with 89% desiring more.
  • In-service training correlated positively with practice and self-efficacy, but pre-service training did not.

Conclusions:

  • In-service training enhances SLPs' literacy practice and confidence.
  • Pre-service graduate training in literacy is currently inadequate.
  • Increased quantity and quality of both pre-service and in-service literacy training are recommended for SLPs.