Abstract
Purpose This study explores how knowledge of and practice in literacy assessment and intervention change following targeted professional development (PD). Method Thirteen school-based speech-language pathologists (SLPs) who participated in a literacy PD course completed pre- and postcourse assessment measures to assess changes in knowledge and practice. Classroom observations were also completed. Results Increases in literacy knowledge and practices were found across all pre- and postcourse measures. Additionally, SLPs' literacy practices were maintained over the course of 1 year. Conclusion The results offer preliminary evidence that targeted PD can impact SLP literacy knowledge and practices, which in turn may positively impact student literacy outcomes.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
