Passaretti Basiliki, Turkstra Lyn S, Gallagher Tiffany, Jiang Annie, Cahill Peter, Campbell Wenonah
School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada.
Department of Educational Studies & Brock Learning Lab, Brock University, St. Catharines, Ontario, Canada.
Lang Speech Hear Serv Sch. 2023 Apr 3;54(2):648-669. doi: 10.1044/2022_LSHSS-22-00090. Epub 2023 Feb 20.
The purpose of this scoping review was to document how the literature reports morphological awareness instruction and interventions delivered by speech-language pathologists (SLPs) and/or educators in classroom settings for kindergarten to Grade 3 students.
We followed the Joanna Briggs Institute's methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews reporting guidelines. Six relevant databases were searched systematically with article screening and selection completed by two reviewers calibrated for reliability. For data charting, one reviewer extracted content and a second reviewer verified it was pertinent to the review question. Charting for the reported elements of morphological awareness instruction and interventions was guided by the Rehabilitation Treatment Specification System.
The database search yielded 4,492 records. After removal of duplicates and screening, 47 articles were selected for inclusion. Interrater reliability for source selection exceeded the pre-established criterion of = .61. Our analysis generated a comprehensive description of the elements of morphological awareness instruction as reported in the included articles.
Our findings provide school-based SLPs and educators a systematic means of reviewing the literature to identify key elements of morphological awareness instruction in published articles for application of evidence-based practices with fidelity, thus helping to close the research-to-practice gap. Our manifest content analysis revealed reporting of the elements for classroom-based morphological awareness instruction was varied, and in some cases, underspecified in the articles included in our study. Implications for clinical practice and future research to advance knowledge and promote implementation of evidence-based practices by SLPs and educators in today's classrooms are discussed.
本范围综述的目的是记录文献中如何报道言语语言病理学家（SLP）和/或教育工作者在课堂环境中为幼儿园至三年级学生提供的形态意识指导和干预措施。
我们遵循乔安娜·布里格斯研究所的范围综述方法以及系统评价和元分析扩展的首选报告项目范围综述报告指南。系统检索了六个相关数据库，由两名经过可靠性校准的评审员完成文章筛选和选择。对于数据图表制作，一名评审员提取内容，另一名评审员核实其与综述问题相关。形态意识指导和干预措施报告要素的图表制作以康复治疗规范系统为指导。
数据库检索产生了4492条记录。在去除重复项和筛选后，选择了47篇文章纳入。来源选择的评分者间信度超过了预先设定的标准=0.61。我们的分析对纳入文章中报道的形态意识指导要素进行了全面描述。
我们的研究结果为学校的言语语言病理学家和教育工作者提供了一种系统的方法来回顾文献，以确定已发表文章中形态意识指导的关键要素，从而忠实地应用循证实践，有助于缩小研究与实践之间的差距。我们的显性内容分析表明，基于课堂的形态意识指导要素的报告各不相同，在某些情况下，我们研究中纳入的文章对此规定不足。讨论了对临床实践和未来研究的启示，以推进知识并促进言语语言病理学家和教育工作者在当今课堂中实施循证实践。
