Australian speech-language pathologists’ self-rated confidence, knowledge, and skill on constructs essential to practising in literacy with children and adolescents

Figures & data

Table I. Respondent characteristics.

		n	%			n	%
Geographic location	Victoria	97	42	Sector	Government education	144	62.34
	Queensland	88	38		Private practice	42	18.20
	New South Wales	15	6.50		Catholic education	16	6.92
	Tasmania	15	6.50		Community health	10	4.33
	South Australia	10	4.30		NDIS	10	4.30
	Western Australia	5	2.20		Other	6	2.50
	Northern Territory	1	0.43		Independent education	3	1.30
Employment status	Full time	149	64.50	Years since gaining qualification	0–5	96	41.56
	Part time	70	30.30		6–10	66	28.57
	Contract	6	2.60		11–15	22	9.52
	Casual	3	1.30		16–20	17	7.36
	Other	3	1.30		> 20	30	12.99

Figure 1. Respondents’ level of agreement with belief-related statements. Note. CRWD = children with reading difficulties.

Figure 2. (a) Participants’ self-rated confidence assessing these areas. (b) Participants’ self-rated confidence intervening in these areas.

Table II. Median scores on survey items by aspect and domain.

Domain	Aspect
	Phonological	Phonemic	Phonics	Morphological	Etymology	Total
Knowledge	n = 1	n = 5	n = 3	n = 2	n = 1	n = 12
Median correct (IQR)	1 (1)	4 (1)	2 (1)	2 (0)	1 (0)	10 (2)
Skill	n = 7	n = 10	n = 1	n = 7	N/A	n = 25
Median correct (IQR)	7 (0)	10 (1)	1(0)	6 (2)	N/A	24 (3)
Total	n = 8	n = 15	n = 4	n = 9	n = 1	n = 37
Median (IQR)	8 (1)	14 (2)	3 (1)	8 (2)	1 (0)	34 (4)

Note. n = number of items; IQR = interquartile range; N/A = not applicable.

Data availability statement

The datasets generated and/or analysed during the current study are not publicly available as participants did not consent to the sharing of their data in this way.