Culturally Responsive Literacy Interventions in Speech-Language Pathology: A Scoping Review.
Purpose and Method: In this study, the author employed a positivist perspective and framework, utilizing a scoping methodology to systematically explore the extant research literature in speech-language pathology pertaining to literacy interventions for children from culturally and linguistically di...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 9; no. 4; pp. 1165 - 1176 |
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| Autor principal: | |
| Formato: | research systematic review tables/charts Journal Article |
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American Speech-Language-Hearing Association
Aug2024
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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=178830671&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178830671 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Aug2024 vid: 9 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 178830671 178830671 178830671 10.1044/2024_PERSP-24-00008 178830671 ppf: 1165 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Culturally Responsive Literacy Interventions in Speech-Language Pathology: A Scoping Review. aug: au: Guiberson, Mark affil: Division of Communication Disorders, University of Wyoming, Laramie sug: subj: Speech-Language Pathology In Infancy and Childhood Health Literacy Cultural Diversity Linguistics Indigenous Peoples Communities Multilingualism Language Development Children with Disabilities Early Childhood Intervention Research, Medical Human Male Child, Preschool Child United States Scoping Review CINAHL Database ERIC Database Psycinfo Census Schools Students, Elementary Academic Achievement English Language Vocabulary Patient Attitudes Descriptive Statistics Child, Preschool: 2-5 years Child: 6-12 years Male ab: Purpose and Method: In this study, the author employed a positivist perspective and framework, utilizing a scoping methodology to systematically explore the extant research literature in speech-language pathology pertaining to literacy interventions for children from culturally and linguistically diverse (CLD) backgrounds. Results: The scoping review encompassed 22 studies selected from a pool of 908 sources, uncovering 34 literacy strategies presented in an evidence map. These strategies, intended for both school-age and preschool children, were implemented across diverse populations, including Indigenous communities, dual language learners, and children with disabilities. The strategies identified offer valuable insights for intervention planning and piloting. Conclusions: The review underscores the significance of culturally responsive literacy interventions in fostering inclusive and supportive learning environments for CLD learners. Additionally, two illustrative case studies are presented to exemplify the application of the identified strategies and discussed in the context of implementing Universal Design for Learning principles for all students. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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