Substantial evidence points to the presence of subtle weaknesses in the nonlinguistic cognitive processing skills of children with primary (or specific) language impairment (PLI). It is possible that these weaknesses contribute to the language learning difficulties that characterize PLI, and that treating them can improve language skills. To test this premise, we treated two nonlinguistic cognitive processing skills, processing speed and sustained selective attention, in two Spanish–English bilingual children with PLI. The study followed a single-subject multiple baseline design, with both repeated measures and standardized pre- and post-testing as outcome measures. Results from the repeated measures tasks showed that both participants made gains in nonlinguistic cognitive processing skills as well as in Spanish and English. These results both replicate and extend prior work showing that non-linguistic cognitive processing treatment can positively affect language skills in children with PLI.
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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