Department of Special Education and Communication Disorders, University of Nebraska-Lincoln.
Department of Communication Sciences and Disorders, University of Mississippi, Oxford.
Lang Speech Hear Serv Sch. 2022 Jul 6;53(3):837-859. doi: 10.1044/2022_LSHSS-21-00135. Epub 2022 Apr 29.
The purpose of this study was to examine speech-language pathologists' (SLPs) opinions on their scope of practice related to reading, self-reported background training, current caseloads, and confidence in their abilities to define, assess, and provide effective treatment for reading-related difficulties.
SLPs ( = 271) from across the United States completed an online survey assessing their opinions on scope of practice, education and training in reading, and confidence in defining, assessing, and treating reading-related difficulties.
A majority of respondents agreed that the identification, assessment, prevention, and intervention of reading disabilities are all within the scope of practice of SLPs. However, a majority also reported that literacy instruction is more heavily the responsibility of teachers than SLPs, and approximately half felt similarly regarding prevention, assessment, identification, and intervention of reading disabilities. Many respondents did not feel that their training in reading was adequate and felt that more graduate coursework should be dedicated to literacy. There was a lot of variability in responses when asked how often respondents focus on reading skills with clients, ranging from almost daily to never; however, results indicate that SLPs rarely administer reading assessments. Overall, respondents were more confident in their ability to define versus assess or provide therapy for various reading subskills.
Despite SLPs agreeing that reading is within their scope of practice and feeling confident in some aspects of reading, graduate programs for speech-language pathology may need to provide greater training in literacy, especially related to reading assessment and diagnosis.
本研究旨在探讨言语语言病理学家（SLPs）对其阅读相关实践范围的看法，包括自我报告的背景培训、当前的病例量以及对其定义、评估和提供阅读相关困难的有效治疗的能力的信心。
来自美国各地的言语语言病理学家（n=271）完成了一项在线调查，评估他们对实践范围、阅读教育和培训以及对定义、评估和治疗阅读相关困难的能力的信心。
大多数受访者认为，阅读障碍的识别、评估、预防和干预都属于 SLPs 的实践范围。然而，大多数受访者还报告说，读写教学更主要是教师的责任，而大约一半的人对阅读障碍的预防、评估、识别和干预也有类似的看法。许多受访者认为他们的阅读培训不足，认为应该有更多的研究生课程专门用于读写。当被问及他们与客户一起关注阅读技能的频率时，受访者的回答差异很大，从几乎每天到从不；然而，结果表明 SLPs 很少进行阅读评估。总体而言，受访者对自己定义各种阅读子技能的能力更有信心，而对评估或提供治疗的能力则信心不足。
尽管 SLPs 同意阅读属于他们的实践范围，并对阅读的某些方面有信心，但言语语言病理学的研究生课程可能需要提供更多的读写培训，特别是与阅读评估和诊断相关的培训。
