Efficacy of Online Learning Modules for Teaching Dialogic Reading Strategies and Phonemic Awareness.
Purpose: The purpose of this study was to create and evaluate online learning modules designed to teach speechlanguage pathologists (SLPs) dialogic reading strategies and phonemic awareness skills. Method: School-based SLPs (n = 28) were assigned to complete one of two online learning modules. One m...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 52; no. 4; pp. 1020 - 1031 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Oct2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=153140077&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 153140077 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Oct2021 vid: 52 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 153140077 153140077 153140077 10.1044/2021_LSHSS-21-00011 153140077 ppf: 1020 ppct: 11 formats: tig: atl: Efficacy of Online Learning Modules for Teaching Dialogic Reading Strategies and Phonemic Awareness. aug: au: Krimm, Hannah Lund, Emily affil: Department of Communication Sciences and Special Education, University of Georgia, Athens sug: subj: Online Education Learning Methods Teaching Methods, Clinical Reading Education Phonetics Education Speech-Language Pathologists Education Human Skill Acquisition Professional Knowledge Pretest-Posttest Design Professional Development Descriptive Statistics Multiple Regression Data Analysis Software Funding Source ab: Purpose: The purpose of this study was to create and evaluate online learning modules designed to teach speechlanguage pathologists (SLPs) dialogic reading strategies and phonemic awareness skills. Method: School-based SLPs (n = 28) were assigned to complete one of two online learning modules. One module taught dialogic reading strategies, and the other taught phonemic awareness. Participants in the dialogic reading group served as controls for the phonemic awareness group and vice versa. Participants completed a pretest that assessed phonemic awareness skill and knowledge of dialogic reading strategies to control for prior knowledge and skill, completed their assigned module, and then completed a posttest that assessed phonemic awareness skill and knowledge of dialogic reading strategies. Results: Data were analyzed using multiple regression. The independent variables were pretest score, group, and the pretest score by group interaction. The dependent variable in the first model was posttest score on the dialogic reading measure. The dependent variable in the second model was posttest score on the phonemic awareness measure. There was a statistically significant group by posttest score interaction in the dialogic reading model, indicating that the dialogic reading module was effective for improving knowledge of dialogic reading strategies. There was not a statistically significant group by posttest score interaction in the phonemic awareness module, indicating that the phonemic awareness module was not effective for improving phoneme segmentation skill and phoneme manipulation skill. Conclusions: Online learning modules may be effective for establishing knowledge needed for evidence-based practice in speech-language pathology. Additional research is warranted to determine whether online learning modules can be used to change clinician intervention behavior. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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