Australian speech-language pathologists’ self-rated confidence, knowledge, and skill on constructs essential to practising in literacy with children and adolescents

Abstract

Purpose: To investigate Australian speech-language pathologists’ (SLPs’) knowledge of language and literacy constructs, skills in linguistic manipulation, and self-rated ability and confidence. Method: Two hundred and thirty-one SLPs from across Australia completed an online knowledge and skill assessment survey. Result: There was substantial individual variability regarding performance on items measuring the knowledge and skills of essential literacy constructs. SLPs were most likely to rate their confidence in providing intervention for phonological and phonemic awareness as "very good" or "expert". They reported lower confidence providing intervention for all other aspects of literacy. The majority of SLPs reported what they described as inadequate preservice training to practise in literacy. There was variability between respondents in their self-reported alignment with approaches and beliefs that are unsupported by current research evidence on reading instruction and support. Conclusion: The level and consistency of SLPs’ literacy knowledge and skills requires improvement. The perception of inadequate preparation to practise in literacy may mean that SLPs are reluctant to engage in this area of practice. Minimum accreditation requirements specifically for literacy are recommended, together with assurance of ongoing professional learning opportunities spanning all components of literacy.