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Kindergarten Teachers' Perceptions of Language and Literacy Development, Speech—Language Pathologists, and Language Interventions

Millard Public Schools, ashaughn@mpsomaha .org

Dixie Sanger

University of Nebraska-Lincoln

A survey study examined the perceptions of 484 kindergarten teachers in one midwestern state regarding language and literacy development, roles and responsibilities of speech—language pathologists (SLP), and teacher-delivered interventions in the classroom. Quantitative and qualitative findings from a 36-item survey revealed that the majority of respondents had professional preparation, appreciated the importance of language development, recognized some indications of atypical language development in young children, and supported language development in their classrooms. Furthermore, participants had positive impressions of SLPs' expertise. Although educators and SLPs face challenges in collaborating to serve children with language-based literacy problems, findings suggested teachers were positive about their shared roles. Participants welcomed opportunities to collaborate with SLPs in areas of language and literacy.

Communication Disorders Quarterly, Vol. 26, No. 2, 67-84 (2005)
DOI: 10.1177/15257401050260020601


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