A comparison of inter-professional education programs in preparing prospective teachers and speech and language pathologists for collaborative language–literacy instruction
Abstract
Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin early reading and spelling acquisition. The combined program incorporated student teachers and student speech and language pathologists (SLPs) working together on case-based instructional planning supplemented with structured opportunities for the groups to share their respective expertise in curriculum and linguistic knowledge. Student teachers (n = 18) and student SLPs (n = 27) were randomly assigned to this combined intervention or a comparison intervention that replaced the structured opportunities to share curriculum and linguistic knowledge with spending time together focused on non-language/literacy based activities. Before-and-after comparisons indicated that only the students in the combined condition increased their linguistic/curricular knowledge (p < 0.05). However, neither of the interventions improved students’ case-based instructional planning for children’s literacy learning over and above what they could achieve working individually. Implications for the pre-service preparation of teachers and SLPs are discussed.
Reference
Wilson, L., McNeill, B., & Gillon, G. T. (2016). A comparison of inter-professional education programs in preparing prospective teachers and speech and language pathologists for collaborative language–literacy instruction. Reading and Writing, 29(6), 1179-1201.
Journal
Reading and Writing: An Interdisciplinary Journal
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- primary (Australian term)
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
18
Other Participant Data
- Student Speech and Language Pathologists
Duration of Data Collection
Data Sources
- lesson plans
- Questionnaires
Data Analysis Tools
- ANOVA
- coding (non-specific)
Researcher Positionality
Research Questions
To what extent does the combined IPE intervention for student teachers and student SLPs improve their knowledge of elementary English literacy curriculum and English linguistic concepts?
Is this research question explicit from the manuscript? Yes
2. To what extent does supplemental discussion of language and literacy content improve the instructional co-planning of student teachers and student SLPs?
Is this research question explicit from the manuscript? Yes
3. How does students’ instructional co-planning before and after supplemental discussion of language and literacy content compare to what they can achieve when planning instruction individually?
Is this research question explicit from the manuscript? Yes