Title:
Responsiveness to intervention and the speech language pathologist: a collaborative approach
Author:
Dawn L. Trotter
Degree Granting Institution:
Loyola University Maryland--College of Arts and Sciences
Place:
Baltimore (Md.)
Publisher:
Loyola University Maryland
Date Created:
2006
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
reformatted digital
Abstract:
The purpose of this study is to demonstrate how school-based speech-language pathologists (SLP) can work collaboratively with general and special educators to assess, provide intervention, and monitor the progress of students considered “at-risk” for reading disabilities. Twenty-three first-grade students were identified as having below average reading abilities and/or poor phonemic awareness through classroom-based and standardized assessments. They were randomly divided into two groups. One groupn received explicit phonemic awareness with the SLP and multi-sensory reading instruction in conjunction with classroom instruction, while the remaining group received classroom reading instruction exclusively. Results were not statistically significant, but both groups demonstrated overall improvements in reading efficiency, segmenting, and blending. Implications for the role of the SLP are discussed.
Subject:
Speech theraphy for children
Subject:
Communicative disorders in children--Treatment
Subject:
Speech therapists
Subject:
Audiologists
Subject:
Reading disability--Treatment
Subject:
Dynamic Indicators of Basic Early Literacy Skills
Subject:
Test of World Reading Efficiency
Subject:
Test of Language Development Primary: 3
Degree:
Master of Science
Level:
Master
Discipline:
Speech Language Pathology/Audiology
Restrictions on Access:
Author has given permission to make this work available online to Loyola Notre Dame Library basic constituency.
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Identifier:
TrotterDL-06
