Capturing SLP Efforts and Impact Related to Reading: A Matrix
Presentation Type
Poster
Faculty Advisor
Lesley Sylvan
Access Type
Event
Start Date
26-4-2024 9:45 AM
End Date
26-4-2024 10:44 AM
Description
All school professionals can agree that supporting district-wide literacy goals is a high priority. School-based speech-language pathologists in particular can play an important role in supporting these goals, given their expertise in language and literacy development. However, SLPs and school districts may differ in their progress-monitoring methods, which in turn may make it difficult for districts to accurately conceptualize SLPs’ efforts on district reading and literacy goals. There are currently very few tools available that can help SLPs monitor progress and self-reflect on their literacy efforts and impact. This poster aims to present the results of a collaboration between school-based SLPs and researchers that centered around the development of a tool that would capture and document SLPs efforts and impact related to literacy. Through a series of focus group meetings, SLPs and the researchers devised a matrix that SLPs may be able to use to track, monitor, and represent their efforts. The diverse perspectives of the SLPs and researchers served to capture all areas of importance and concern, ranging from how to accurately participate in self-reflection to how to communicate the right information to stakeholders within the district. The resulting matrix has the potential to help guide SLPs and districts as they work to analyze their efforts and measure the resulting impact on their students' reading and literacy abilities.
Capturing SLP Efforts and Impact Related to Reading: A Matrix
All school professionals can agree that supporting district-wide literacy goals is a high priority. School-based speech-language pathologists in particular can play an important role in supporting these goals, given their expertise in language and literacy development. However, SLPs and school districts may differ in their progress-monitoring methods, which in turn may make it difficult for districts to accurately conceptualize SLPs’ efforts on district reading and literacy goals. There are currently very few tools available that can help SLPs monitor progress and self-reflect on their literacy efforts and impact. This poster aims to present the results of a collaboration between school-based SLPs and researchers that centered around the development of a tool that would capture and document SLPs efforts and impact related to literacy. Through a series of focus group meetings, SLPs and the researchers devised a matrix that SLPs may be able to use to track, monitor, and represent their efforts. The diverse perspectives of the SLPs and researchers served to capture all areas of importance and concern, ranging from how to accurately participate in self-reflection to how to communicate the right information to stakeholders within the district. The resulting matrix has the potential to help guide SLPs and districts as they work to analyze their efforts and measure the resulting impact on their students' reading and literacy abilities.