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KMID : 1036820190240020402
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Communication Sciences & Disorders
2019 Volume.24 No. 2 p.402 ~ p.415
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Survey on the Perception, Needs, and Experience of Literacy Assessment and Intervention of Korean Speech-Language Pathologists
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Park Hyun-Rin
Jung Kyung-Hee
Pae So-Yeong
Yoon Hyo-Jin
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Abstract
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Objectives: This survey study focused on speech-language pathologists’ (SLPs) knowledge, perception, needs, and experience regarding literacy assessment and intervention.
Methods: Among SLPs registered in the Korean Association of Speech-Language Pathologists (KSLP), 757 SLPs participated in this survey. The survey consisted of the respondents’ background information; knowledge of and educational background in literacy assessment and intervention; perception of the need for literacy assessment and intervention, along with the requirement for relevant training; and experiences with literacy assessment and intervention.
Results: Only 40% of the respondents reported that they have adequate expertise in literacy assessment and intervention, although about 90% realized the importance of literacy as SLPs. Over 90% of the respondents were willing to participate in relevant training programs. Even though most SLPs had encountered clinical cases requiring literacy assessment and intervention, only 64% of these cases received literacy assessments. Moreover, SLPs perceived they had a higher level of knowledge about literacy if they had more academic degrees, longer careers, had taken more classes regarding literacy, and more experience in the area of literacy. It is also noteworthy that most of them (95%-98%) responded indicating a willingness to participate in continuing education on literacy regardless of the aforementioned factors (i.e., academic credentials, career, former education, and clinical experience). These findings indicate a high demand for literacy-related training for SLPs.
Conclusion: From this study there seems to be an urgent need to develop and implement comprehensive training programs covering issues such as literacy related education and other systematic improvements for SLPs.
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KEYWORD
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Literacy assessment, Literacy intervention, Speech-language pathologist
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