Coordination of literacy efforts between literacy professionals and speech-language pathologists: Are we on the same team?

References

• Allington, R. L. (2011). What at-risk readers need. Educational Leadership, 68(6), 40–45.
   Web of Science ®Google Scholar
• American Speech-Language Hearing Association (ASHA). (2000). Guidelines for the roles and responsibilities of the school-based speech-language pathologist. Retrieved from www.asha.org/policy
   Google Scholar
• American Speech-Language-Hearing Association (ASHA). (2015). ASHA SLP health care survey 2015: Caseload characteristics. Retrieved from www.asha.org
   Google Scholar
• American Speech-Language-Hearing Association (ASHA). (2016). Code of ethics. Retrieved from www.asha.org/policy
   Google Scholar
• Berliner, D. C. (1988). The development of expertise in pedagogy. Washington, DC: AACTE Publications.
   Google Scholar
• Brandel, J., & Loeb, D. F. (2011). Program intensity and service delivery models in the schools: SLP survey results. Language, Speech, and Hearing Services in Schools, 42, 461–490.
   PubMed Web of Science ®Google Scholar
• Calo, K. M., Sturtevant, E. G., & Kopfman, K. M. (2015). Literacy coaches’ perspectives of themselves as literacy leaders: Results from a national study of K-12 literacy coaching and leadership. Literacy Research and Instruction, 54, 1–18.
   Web of Science ®Google Scholar
• Choi, B., & Pak, A. (2006). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: Definitions, objectives, and evidence of effectiveness. Clinical Investigations of Medicine, 29(6), 351–364.
   PubMed Web of Science ®Google Scholar
• Creswell, J. W. (2009). Research design. Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Ehren, B. J. (2000). Maintaining a therapeutic focus and sharing responsibility for student success: Keys to in-classroom speech-language services. Language, Speech, and Hearing Services in Schools, 31, 219–229.
   PubMed Web of Science ®Google Scholar
• Ellis, L., Schlaudecker, C., & Regimal, C. (2005). Effectiveness of a collaborative consultation approach to basic concept instruction with kindergarten children. Language, Speech, and Hearing Services in Schools, 26, 69–74. doi:10.1044/0161-1461.2601.69
   Google Scholar
• Farber, J. G., & Klein, E. R. (1999). Classroom-based assessment of a collaborative intervention program with kindergarten and first-grade students. Language, Speech, and Hearing Services in Schools, 30, 83–91.
   PubMed Web of Science ®Google Scholar
• Friesen, A., Butera, G., Kang, J., Horn, E., Lieber, J., & Palmer, S. (2014). Collaboration and consultation in preschool to promote early literacy for children: Lessons learned from the CSS curriculum. Journal of Educational and Psychological Consultation, 24, 149–164.
   Web of Science ®Google Scholar
• Hadley, P., Simmerman, A., Long, M., & Luna, M. (2000). Facilitating language development for inner-city children: Experimental evaluation of a collaborative, classroom-based intervention. Language, Speech, and Hearing Services in Schools, 31, 280–295.
   PubMed Web of Science ®Google Scholar
• Hutchins, S. D., Polovoy, C., & Law, B. M. (2017). The wide-angle professional perspective. The American Speech-Language Hearing Association Leader, 22, 58–66.
   Google Scholar
• International Literacy Association. (2015). The multiple roles of school-based specialized literacy professionals [Research brief]. Newark, DE: Author.
   Google Scholar
• International Reading Association. (2017). Standards for the preparation of literacy professionals 2017. Newark, DE: Author. Retrieved from http://literacyworldwide.org/docs/default-source/resource-documents/draft-ila-standards-2017.pdf
   Google Scholar
• Johnson, A. (2016). Interprofessional education and interprofessional practice in communication sciences and disorders: An introduction and case-based examples of implementation in education and health care settings. Bethesda, MD: American Speech-Language-Hearing Association.
   Google Scholar
• Keaney, M. T. (2012). Examining teacher attitudes toward integration: Important considerations for legislatures, courts, and schools. St. Louis University Law Journal, 56, 826–854.
   Google Scholar
• Kindall, H. D., Crowe, T., & Elsass, A. (2017). Mentoring pre-service educators in the development of professional disposition. International Journal of Mentoring and Coaching in Education, 6(3), 196–209.
   Web of Science ®Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: SAGE Publications.
   Google Scholar
• Masuda, A. M. (2014). Exploring preservice teachers’ emerging understandings of disciplinary literacy. Literacy Research and Instruction, 53(4), 326–346. doi:10.1080/19388071.2014.927940
   Google Scholar
• Mullen, R., & Schooling, T. (2010). The national outcomes measurement system for pediatric speech-language pathology. Language, Speech, and Hearing Services in Schools., 41, 44–60.
   PubMed Web of Science ®Google Scholar
• Paul, D., & Roth, F. P. (2011). Guiding principles and clinical applications for speech-language pathology practice in early intervention. Language, Speech, and Hearing Services in Schools, 42, 320–330.
   PubMed Web of Science ®Google Scholar
• Paul, D. R., Blosser, J., & Jakubowitz, M. D. (2006). Principles and challenges for forming successful literacy partnerships. Topics in Language Disorders, 26(1), 5–23.
   Web of Science ®Google Scholar
• Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
   Google Scholar
• Ratner, N. B. (2006). Evidence-Based practice: An examination of its ramifications for the practice of speech-language pathology. Language, Speech and Hearing Services in Schools, 37, 257–267.
   PubMed Web of Science ®Google Scholar
• Ukrainetz, T. A., & Fresquez, E. F. (2003). “What isn’t language?” A qualitative study of the role of the school speech-language pathologist. Language, Speech, and Hearing Services in Schools, 34, 284–298. doi:10.1044/0161-1461(2003/024)
   PubMed Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wilson, L., McNeill, B., & Gillon, G. (2015). The knowledge and perceptions of prospective teachers and speech language therapists in collaborative language and literacy instruction. Child Language Teaching and Therapy, 31(3), 347–362.
   Web of Science ®Google Scholar