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Speech-language pathologists (SLPs) show limited use of language comprehension curriculums (LCCs) due to training and time barriers. Future research should explore LCCs for students with language and literacy difficulties.

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Area of Science:

  • Speech-Language Pathology
  • Educational Psychology
  • Curriculum Development

Background:

  • Language and literacy difficulties significantly impact academic success in elementary students.
  • Effective language comprehension curriculums (LCCs) are crucial for addressing these challenges.
  • Understanding the implementation of LCCs by speech-language pathologists (SLPs) is vital for improving student outcomes.

Purpose of the Study:

  • To investigate the current implementation of LCCs by SLPs in elementary schools.
  • To identify barriers, misconceptions, and influencing factors related to LCC adoption.
  • To inform strategies for enhancing LCC use and improving language and reading comprehension.

Main Methods:

  • A survey study involving 83 certified SLPs and clinical fellows.
  • Quantitative and qualitative survey items assessed awareness, usage, barriers, and attitudes toward LCCs.
  • Content analysis and descriptive statistics were employed for data analysis, with visualization using R.

Main Results:

  • Limited awareness and utilization of LCCs were reported among SLPs.
  • Key barriers included insufficient training, time constraints, and systemic issues.
  • Misconceptions regarding LCCs and SLP roles in their implementation were identified.

Conclusions:

  • A significant gap exists in SLP implementation of LCCs.
  • There is a need for targeted professional development and systemic support for LCCs.
  • Further research is recommended to investigate LCC effectiveness in various settings for students with language and literacy disabilities.