Conceptions and Misconceptions: What Do School-Based Speech-Language Pathologists Think About Dyslexia?

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools Pub Date : 2023-10-02 Epub Date: 2023-09-06 DOI:10.1044/2023_LSHSS-22-00199

Hannah Krimm, Jena McDaniel, C Melanie Schuele

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引用次数: 0

Abstract

Purpose: The purpose of this exploratory study was to evaluate speech-language pathologists' (SLPs') conceptions and misconceptions about dyslexia.

Method: Participants were 86 school-based SLPs. They completed an online survey on which they rated their agreement and disagreement with true and false statements related to the scientific evidence about the nature of dyslexia and interventions for dyslexia, as well as common misconceptions about dyslexia.

Results: There was considerable variability among SLPs' agreement and disagreement with the statements. Critically, despite abundant contrary evidence in the literature, many SLPs believe that dyslexia involves a visual processing deficit.

Conclusions: These findings suggest that many school-based SLPs hold misconceptions about dyslexia, especially those related to dyslexia being a visual disorder. The identified misconceptions may contribute to some SLPs' reluctance to incorporate reading and prereading skills into speech-language assessment and intervention. SLPs need greater knowledge of dyslexia to provide more effective evaluations and intervention services.

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概念与误区：学校言语病理学家如何看待阅读障碍？

目的：本研究旨在评估言语病理学家对阅读障碍的概念和误解。方法：参与者为86名学校SLP。他们完成了一项在线调查，在调查中，他们对关于阅读障碍性质的科学证据、阅读障碍干预措施以及对阅读障碍的常见误解的真实和虚假陈述进行了评分。结果：SLP对陈述的同意和不同意之间存在相当大的差异。至关重要的是，尽管文献中有大量相反的证据，但许多SLP认为阅读障碍涉及视觉处理缺陷。结论：这些发现表明，许多学校SLP对阅读障碍有误解，尤其是那些与阅读障碍是一种视觉障碍有关的误解。所发现的误解可能导致一些SLP不愿将阅读和预读技能纳入言语语言评估和干预。SLP需要更多的阅读障碍知识，以提供更有效的评估和干预服务。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.