Speech-Language Pathology Preservice Preparation for Working in School-Age Literacy: International Perspectives.

PURPOSE This narrative review of preservice training of speech-language pathologists (SLPs) to work in school-age literacy contexts examines (a) studies regarding SLPs' perceptions of their preservice training and (b) accreditation requirements for preservice training in selected nations. METHOD A review of the literature examining (a) SLPs' perspectives about their preservice training; (b) SLPs' beliefs, confidence, and self-efficacy; and (c) speech-language pathology preservice program content was conducted via analysis of studies published after the year 2010. Policy documents and websites outlining accreditation requirements in the United States, Canada, the United Kingdom, Australia, and New Zealand were reviewed. RESULTS The literature search resulted in a total of 13 studies: nine from the United States and four from Australia. Twelve of the studies investigated SLP perceptions of preservice training. The perspectives of university faculty were included in one of these. One study directly examined preservice program coursework. In the United States, there appears to have been an increase in course content related to literacy in recent years. However, SLPs in both the United States and Australia consistently report feeling underprepared by their preservice training to address the full continuum of school-age literacy service provision that could be expected of SLPs on graduation. Between the different international contexts, there is significant variability in the clarity and specificity of requirements for preservice training in literacy for SLPs. CONCLUSIONS Published research is limited to cross-sectional survey evaluations of preservice training. A qualitative lens to examine in more depth and breadth the experiences of preservice training from the perspectives of both recipients and providers is needed. Policy documents for speech-language pathology would benefit from increased coherence and accountability regarding accreditation requirements for SLPs in school-age literacy.