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.
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