title: Capacity to support young low-progress readers at school: experiences of speech-language pathologists.
abstract: There is a complex interplay between expectations for speech-language pathologists based in primary schools to work with low-progress readers and various factors that may preclude this from actually occurring. This qualitative study investigated experiences and perspectives of nine Australian speech-language pathologists based in primary schools about their capacity to work with low-progress readers. Building on previous quantitative research, this study supported a relatively even split of those who do and do not work with such children. Moreover, thematic analysis revealed that speech-language pathologists face many more barriers than facilitators when attempting to become a member of written language support teams within schools. Facilitators included having a personal interest in reading difficulty as well as working in an environment supportive of speech-language pathology input for low-progress readers. Barriers to working with or participating in teams to support low-progress readers involved factors such as time constraints, resistance from educational colleagues, and a theoretical divide about reading difficulty between educators and speech-language pathologists. Suggested strategies to enhance school-based speech-language pathologists' capacity to operate as key supports for struggling readers are discussed. These include approaches such as aiming to create a more transparent role definition, professional advocacy, and increasing interdisciplinary collaborations at schools.
authors: La Trobe University , Melbourne, Victoria , Australia.
authors: Tanya
authors: T
authors: Serry
mesh_terms: D000367:Age Factors; D001291:Attitude of Health Personnel; D001315:Australia; D002648:Child; D002657:Child Development; D003299:Cooperative Behavior; D018479:Early Intervention, Educational / Q000379:methods*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D033183:Interdisciplinary Communication; D011932:Reading; D013066:Speech-Language Pathology / Q000379:methods*; D013997:Time Factors