ERIC Number: EJ1317601
Record Type: Journal
Publication Date: 2021-Oct
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-1461
EISSN: EISSN-1558-9129
Available Date: N/A
Efficacy of Online Learning Modules for Teaching Dialogic Reading Strategies and Phonemic Awareness
Language, Speech, and Hearing Services in Schools, v52 n4 p1020-1030 Oct 2021
Purpose: The purpose of this study was to create and evaluate online learning modules designed to teach speech-language pathologists (SLPs) dialogic reading strategies and phonemic awareness skills. Method: School-based SLPs (n = 28) were assigned to complete one of two online learning modules. One module taught dialogic reading strategies, and the other taught phonemic awareness. Participants in the dialogic reading group served as controls for the phonemic awareness group and vice versa. Participants completed a pretest that assessed phonemic awareness skill and knowledge of dialogic reading strategies to control for prior knowledge and skill, completed their assigned module, and then completed a posttest that assessed phonemic awareness skill and knowledge of dialogic reading strategies. Results: Data were analyzed using multiple regression. The independent variables were pretest score, group, and the pretest score by group interaction. The dependent variable in the first model was posttest score on the dialogic reading measure. The dependent variable in the second model was posttest score on the phonemic awareness measure. There was a statistically significant group by posttest score interaction in the dialogic reading model, indicating that the dialogic reading module was effective for improving knowledge of dialogic reading strategies. There was not a statistically significant group by posttest score interaction in the phonemic awareness module, indicating that the phonemic awareness module was not effective for improving phoneme segmentation skill and phoneme manipulation skill. Conclusions: Online learning modules may be effective for establishing knowledge needed for evidence-based practice in speech-language pathology. Additional research is warranted to determine whether online learning modules can be used to change clinician intervention behavior.
Descriptors: Speech Language Pathology, Allied Health Personnel, Reading Strategies, Phonemic Awareness, Skill Development, Online Courses, Learning Modules, Program Effectiveness, Knowledge Level, Professional Development
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: H325D140087
Author Affiliations: N/A