School psychologists’ reports constitute a primary way in which they communicate with teachers, parents, and other educational professionals. It contributes to a battery of information used in making education decisions including eligibility for special education and related services, and informing remedial strategies. Research suggests that reports continue to include a level of jargon that may impact reports in achieving those goals. The current study surveyed school psychologists and learning consultants to investigate if preferences existed for reports that contained jargon, or less jargon. Participants read vignettes that contained jargon and less jargon and completed a 6-item survey after reading each. Respondents also provided feedback on specific items based on their ratings of the vignette they had read. The current study indicated statistically significant differences when comparing respondents’ preference for the low jargon vignettes. However, only school psychologists mirrored these findings. Learning consultants, on the other hand, did not demonstrate a preference for either condition. A discussion of the findings and considerations for further research is included.
|Commitee:||Zeeman, Roger, Oak, Erika|
|School:||Fairleigh Dickinson University|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 81/6(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Language, School counseling|
|Keywords:||Assessment, Educational psychology, Psychology, Report writing, School psychology|
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