"Where do you start? What do you do?": Australian speech-language pathologists' preservice training in literacy.

Purpose: In this study, we explored the perspectives of speech-language pathologists and university academics regarding preservice training to work with school-aged clients who have reading and writing difficulties.

Method: Data from two different sources were collected; the first included interviews with 16 speech-language pathologist participants, representing four states of Australia. Individual semi-structured interviews were conducted via either Zoom or telephone. The second data set was obtained via surveying eight university academics, representing five states of Australia.

Result: Data were analysed using inductive content analysis. Both sets of participants, speech-language pathologists and academics, discussed preservice education and training strengths and limitations and offered suggestions for redressing the perceived gaps.

Conclusion: The insights of participating speech-language pathologists regarding their preservice training and readiness to work with school-aged clients in literacy raised a number of concerns across both theoretical knowledge taught and the practice opportunities participants received. The insights provided by academics served to amplify practitioner concerns rather than counter them. Should new graduates enter practice in the literacy arena without sufficient theoretical knowledge, socio-political context, and consultancy training, they will be unprepared to manage the complexities they will face in the workplace. Results expand on the literature available regarding speech-language pathology preservice training and preparation for working on literacy-based goals with school-age clients.