Purpose of the Research
This qualitative exploratory case study explores the perceptions of ASHA-certified speech pathologists in the United States about lower-level literacy skills. For the purpose of this research project, lower-level literacy is defined as those skills categorized under Word Recognition on Scarborough's Reading Rope.
You are being asked to participate in a research study that will assist with answering corresponding research questions. Conducting this qualitative research study will contribute to the current body of knowledge in the area of lower-level literacy skills and how speech pathologists may be able to assist with closing or minimizing current literacy gaps among students.
Research Design and Procedures
The study will use a qualitative methodology and an exploratory case study research design. An open-ended questionnaire will be disseminated to specific participants within the target sample population. The study will comprise 15-20 participants who will complete a questionnaire with open-ended questions.
Participant selection
You are invited to take part in this research because of your experience as a speech pathologist who can contribute significantly to the perceptions of the study, which meets the criteria for this study. Participant selection criteria are that each participant must be ASHA certified. Speech pathologists currently seeking such certification (CFY) will be excluded from the study.
Voluntary Participation
Your participation in this research is entirely voluntary. It is your choice whether to participate. If you choose not to participate, there will be no punitive repercussions. Right to Refuse or Withdraw Participation is voluntary. If at any time, you wish to end your participation in the research study, you may do so by sending me an email explaining that you are opting out of the study. There will be no repercussions for leaving the study.
Procedures
We are inviting you to participate in this research study. If you agree, you will be asked to acknowledge this informed consent. The type of questions asked will be open- ended and with one demographic question.
Duration
The questionnaire portion of the research study will require approximately 30 minutes to complete.
Risks
The researcher will ask you to share personal and confidential information, and you may feel uncomfortable talking about some of the topics. You do not have to answer any questions do not wish to do so. You do not have to give any reason for not responding to any question.
Benefits
While there will be no direct financial benefit to you, your participation is likely to help us learn more about the perceptions of speech pathol

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* 1. I have read the information about this study or have had it read to me. I am an ASHA certified speech pathologist. I acknowledge why I have been asked to be a participant in the research study and give informed consent. Please click yes or no in the space below.

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* 2. What grade level do you currently work with the most ?

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* 3. Describe how your college or university included course work about how to implement literacy skills to all
students including multilingual or English Language Learner students.

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* 4. If literacy is a challenge for the students you currently serve as a speech pathologist, please describe their
experiences and give examples.

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* 5. Why do you feel your students struggle with comprehension and or decoding the content they are taught?

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* 6. Would you be willing to learn "more" about how to include literacy interventions into your current sessions or educational environments? Please explain why or why not.

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* 7. What would motivate you to include literacy interventions into your current student or client sessions?

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* 8. Have you received professional development on the topic of lower-level literacy skills and the role of speech pathology in the past? If so, what agency provided the training and was the training helpful. Please give examples.

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* 9. What would be the best setting for speech pathologists to receive professional development training , if all speech pathologists needed to include lower-level literacy skills into current student or client sessions? Who or what agency do you think should provide such training?

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* 10. What are your perceptions or thoughts on easily incorporating lower-Level literacy interventions into the phonological processing and articulation services you provide or have provided in the past?

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* 11. What are your perceptions or thoughts on incorporating lower-level literacy interventions into speech fluency sessions you provide or have provided in the past?

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* 12. What are your perceptions or thoughts about how speech pathologists may incorporate lower-level literacy interventions into vocal or voice therapy sessions that you currently provide or have provided in the past?

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* 13. What are perceptions or thoughts about how speech pathologists may incorporate lower level literacy interventions into expressive, receptive, and social pragmatic (interventions ) services currently taught or taught in the past?

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