Interprofessional delivery of Read It Again – KindergartenQ!: Classroom, educator, and child outcomes of an Australian pilot study.
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...
| Publicado en: | International Journal of Speech-Language Pathology Vol. 26; no. 3; pp. 390 - 410 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2024
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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=178477969&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178477969 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Jun2024 vid: 26 iid: 3 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 178477969 177987820 178477969 178477969 10.1080/17549507.2024.2360064 178477969 ppf: 390 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Interprofessional delivery of Read It Again – KindergartenQ!: Classroom, educator, and child outcomes of an Australian pilot study. aug: au: McKechnie, Jacqueline Collis, Isabel Lo, Long Yi Mei, Xiaofan Sharma, Anamika Yu, Vivian affil: Faculty of Health, University of Canberra, Canberra, Australia sug: subj: Language Development In Infancy and Childhood Literacy In Infancy and Childhood Skill Acquisition Evaluation Speech-Language Pathologists Interprofessional Relations Collaboration Learning Environment Linguistics Faculty Curriculum Development Human Funding Source Child, Preschool Australia Quasi-Experimental Studies Pretest-Posttest Design Professional Practice Reading Evaluation Professional Competence Communication Skills Australian Capital Territory Outcome Assessment Checklists Interrater Reliability Questionnaires Language Tests Audiorecording Faculty-Student Relations Content Analysis Qualitative Studies Nonparametric Statistics Mann-Whitney U Test Poisson Distribution Wilcoxon Signed Rank Test Descriptive Statistics Chi Square Test Post Hoc Analysis Child, Preschool: 2-5 years ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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