Dissertation/Thesis Abstract

The Perceived Roles of Speech-Language Pathologists, Reading Specialists, and General Education Teachers in the Intervention of Reading Comprehension and Decoding for Elementary School Students
by Johnson, Danielle E., M.A., California State University, Long Beach, 2017, 121; 10638598
Abstract (Summary)

Current research continues to highlight the necessity for collaboration among professional educators including speech-language pathologists, reading specialists, and general education teachers in treating students. However, educators must have knowledge of the roles and responsibilities of their profession as well as other professions before collaborative efforts can take place. The purpose of this study aimed to cross-examine the perceived roles of speech-language pathologists, reading specialists, and general education teachers in the intervention of elementary students with reading difficulties.

A total of 24 speech-language pathologists, 13 reading specialists, and 19 general education teachers participated in the survey study. Results indicated a high level of agreement among all three professions relative to the roles of reading specialists and general education teachers. However, participants within all three professions responded inconsistently regarding the roles of speech-language pathologists. A shared understanding of speech-language pathologists’ roles must be established before effective collaboration can take place among educators.

Indexing (document details)
Advisor: Sun, Lei
Commitee: Hsieh, Betina, Hung, Pei-Fang
School: California State University, Long Beach
Department: Speech-Language Pathology
School Location: United States -- California
Source: MAI 57/01M(E), Masters Abstracts International
Subjects: Speech therapy, Elementary education, Reading instruction
Keywords: General education teacher, Literacy, Perceived roles, Reading, Reading specialist, Speech-language pathologist
Publication Number: 10638598
ISBN: 978-0-355-52943-2
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