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Interprofessional delivery of Read It Again – KindergartenQ!: Classroom, educator, and child outcomes of an Australian pilot study.
- Source :
- International Journal of Speech-Language Pathology; Jun2024, Vol. 26 Issue 3, p390-409, 20p
- Publication Year :
- 2024
-
Abstract
- Australian Early Development Census (AEDC) data for the Australian Capital Territory (ACT) indicates a concerning increase in the proportion of children who are at risk or developmentally vulnerable in the domains of communication and general knowledge, and language and cognitive skills. This study investigated the effectiveness of speech-language pathologist and educator collaboration to build educator capacity to promote oral language and emergent literacy skills in preschool children. A quasi-experimental, pre-test post-test design was used to evaluate the effectiveness of interprofessional delivery of Read It Again – KindergartenQ! on (a) children's oral language and emergent literacy outcomes, (b) educators' oral language and emergent literacy instructional practices, and (c) quality of the classroom environment. Children demonstrated improved print knowledge and narrative skills. One of the two educators demonstrated a significant increase in their use of oral language and emergent literacy promoting strategies in their day-to-day interactions with children. No significant changes were observed in the classroom environment. Interprofessional collaboration with a coaching component is an effective method of improving children's emergent literacy skills and educator instructional practices. [ABSTRACT FROM AUTHOR]
- Subjects :
- SCHOOL environment
READING
COMMUNICATIVE competence
POISSON distribution
INTERPROFESSIONAL relations
RESEARCH funding
PROFESSIONAL practice
QUALITATIVE research
DATA analysis
QUESTIONNAIRES
CONTENT analysis
COLLEGE teachers
MANN Whitney U Test
DESCRIPTIVE statistics
CHI-squared test
LINGUISTICS
PRE-tests & post-tests
SOUND recordings
ABILITY
CURRICULUM planning
RESEARCH methodology
STATISTICS
LITERACY
HEALTH outcome assessment
TEACHER-student relationships
LANGUAGE acquisition
TRAINING
PROFESSIONAL competence
INTER-observer reliability
NONPARAMETRIC statistics
Subjects
Details
- Language :
- English
- ISSN :
- 17549507
- Volume :
- 26
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- International Journal of Speech-Language Pathology
- Publication Type :
- Academic Journal
- Accession number :
- 178477969
- Full Text :
- https://doi.org/10.1080/17549507.2024.2360064