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KMID : 1036820190240020416
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Communication Sciences & Disorders
2019 Volume.24 No. 2 p.416 ~ p.431
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A Qualitative Study on the Assessment and Intervention of Literacy for Children with Language Learning Disabilitiesy by Speech-Language Pathologists
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Hwang Yun-Mi
Park Hyun-Rin
Kim Seung-Hee
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Abstract
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Objectives: This study attempted to present various measures for enhancing interventions for language learning disorders (LLD) by taking a grounded theoretical approach to examine the challenges speech-language pathologists (SLPs) experience while treating children with LLD and their solutions. Ultimately, this study attempted to provide foundational data for improving interventions for LLD administered by SLPs by exploring various situations and difficulties that SLPs face during interventions for children with LLD and analyzing the measures they employ to overcome such difficulties from a process and relational standpoint.
Methods: Data were collected through an in-depth interview with seven SLPs. The collected data were analyzed via theoretical sampling per the grounded theory. The concreteness of the data was enhanced through three stages of analysis.
Results: Through open coding, 13 categories, 28 subcategories, and 67 concepts were identified. Through axial coding, the paradigm model for the process of LLD intervention administered by a SLP was proposed, and the needs of SLPs related to LLD and alternatives to LLD intervention were presented. SLPs were found to have difficulty with treating LLD due to challenges of acquiring expertise in LLD and lack of literacy related education. Because these reasons that post challenges in treating LLD are not fundamentally addressed, SLPs were administering passive interventions for LLD.
Conclusion: We hope our findings contribute to expanding the scope of education and programs related to LLD in and promoting the development of education programs for SLP and support from the government.
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KEYWORD
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Speech-language pathologist, Language learning disability, Qualitative study, Grounded theory
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