Effects of robust vocabulary instruction and multicultural text on the development of word knowledge among African American children.

PURPOSE: To examine the effect of a systematic vocabulary instructional technique in African American 2nd-grade children with below average vocabulary skills. An additional goal was to examine the role of book type in the retention of novel vocabulary words. METHOD: Using an adapted alternating treatments design, storybooks were used as a source for contextualizing vocabulary words in the context of robust vocabulary training. Five children's productive definitions were used to assess developing word knowledge using a 4-stage continuum ranging from no knowledge to full concept knowledge. RESULTS: Superior word learning for instruction words in comparison with control words replicated across children provided evidence of behavior change that was attributable to robust vocabulary instruction. Gains in word learning were maintained 2 weeks following conclusion of the study. Use of storybooks that displayed sociocultural images and experiences that were similar to versus different from their own did not have a reliable effect on word learning among these African American children. CONCLUSIONS: The findings demonstrate the potential impact of robust vocabulary instruction for facilitating vocabulary development in children with below average vocabulary skills. Analysis of the results indicates that the use of the African American book was not a potent influence in facilitating retention of words.

Increasing print awareness in preschoolers with language impairment using non-evocative print referencing.

PURPOSE: This study examined the extent to which using non-evocative, explicit referencing of print concepts during shared storybook reading in the context of language therapy facilitated print concept knowledge in children with language impairment. METHOD: Five children, ages 4 to 5 years, were provided scripted input on 20 print concepts during shared storybook reading that was incorporated into individualized 30-min language intervention sessions that were conducted in the children's classroom twice weekly. The children were not required to make any response to the input on print concepts, and the input was secondary to instruction in the language targets during the 10-min shared storybook reading activity. RESULTS: Using a single-subject, multiple probe design across subjects, results indicated that children's knowledge of print concepts improved markedly when the procedure was incorporated into shared storybook reading and that they continued to learn and maintain knowledge of print concepts with repeated input. CLINICAL IMPLICATIONS: These findings suggest that children with language impairment may benefit from simple non-evocative, explicit referencing strategies that can be easily incorporated into the context of storybook reading during language therapy, thus providing speech-language pathologists with an additional tool for facilitating children's literacy skills.

Serving a diverse population: the role of speech-language pathology professional preparation programs.

A national survey of 228 program directors was conducted to determine how master's level professional preparation programs are meeting the challenge of preparing speech-language pathologists to provide quality services to an increasingly diverse population. A total of 91 respondents provided information regarding their programs' efforts to address diversity by increasing the diversity of speech-language pathology professionals, preparing students in research for diverse populations, and providing students with the didactic knowledge and clinical experience required to serve diverse populations. Results indicated that professional preparation programs continue to lag in their enrollment of minority students, but there are efforts actively to recruit and retain students from diverse groups. Much variation in preparation in research was found across programs. Graduate students are being presented with information concerning diversity issues, but clinical experiences vary greatly according to the geographic location of the preparation program and individual practicum placements. Implications of these findings for speech-language pathology preparation programs and other allied health programs are discussed.

Factors in recruitment and employment of allied health students: preliminary findings.

The efforts of a group of participants in the Coalition for Allied Health Leadership program to assess how and why allied health students became interested in their professions and students' plans for future employment are described. Results of a survey administered to 29 physical therapist assistant (PTA) and 54 communication disorders (CD) students revealed that most of the students first learned about their professions through personal experience. Almost half of the PTA students decided to pursue their career after working in another career, and most of the CD students made the decision during high school or in college. The most important factors in students' decisions to enter the professions were a desire to help others and the nature of the work. CD students preferred private practice, whereas the most desired employment setting for PTA students was an outpatient clinical facility. For both groups, the three most important factors influencing where they wish to live and work were job availability, access to medical care, and proximity to family and loved ones. Although half of the CD students hailed from small towns and rural areas, less than one third intended to work in these areas. Implications of survey findings are discussed.