Increasing Preschool Teacher Knowledge of Speech-Language

and Literacy

Jennifer Craig, Jamie Fisher, Anna Lineback, Laura Makoba, Krystal Werfel, Thelma Acquaah-Harrison, and C. Melanie Schuele

Vanderbilt University

ABSTRACT

Children from families with low socioeconomic status (SES) backgrounds The underlying goal of the project was to lead to improved speech-language and literacy skills for children from low socioeconomic status (SES) backgrounds. The specific purpose of this project was to equip preschool teachers with the tools necessary to increase speech-language and literacy learning in their classrooms. We provided educational workshops to address these topics.

An additional goal of this project is to encourage replication of this workshop for use in other communities.

PURPOSE

Many researchers have called attention to the low language skills evidenced by children from families of low socioeconomic status (Hart & Risley, 1995; Qi et al., 2003; Schuele, 2001; Stanton-Chapman et al., 2004). Lack of exposure to rich language has been implicated in these children’s weak language skills. Low language skills are of concern because language ability is a strong predictor of academic achievement (Pianta & McCoy, 1997).

Our previous observations and research activities in our community preschools that serve low-income children indicate that many preschool teachers are unaware that preschool children with speech-language impairment are eligible for school-based speech-language services. They may also be unaware that speech language pathologists serve in a collaborative/consultative role in providing language enrichment for disadvantaged children.

In this Community Outreach Project, speech-language pathology graduate students have taken an active role in community education. We have developed a two-part workshop that accomplishes two objectives: (a) Provide daycare providers and preschool teachers with information about speech-language pathology services and speech-language development in order to increase the likelihood that preschool children with speech-language impairments will be referred for evaluation and services, and (b) Equip daycare providers and preschool teachers with strategies to maximize speech/language and literacy learning opportunities in their classrooms in order to enrich and increase the speech, language, and literacy outcomes of all low-income children. Designed to serve the greater Nashville area, this outreach project also aims to provide a model for other local community outreach projects.

REPLICATION AND FUTURE DIRECTIONS

REFERENCES

In the Nashville area:The presentations and associated

materials were effective in educating teachers of local preschools about speech-language pathology, as evidenced by the overwhelmingly positive feedback. The pilot workshops were extremely well-received, and preschool directors indicated a desire to have the two-part presentation at their associated centers. The two-part workshops will continue to be provided to Nashville-area preschools, and community-based preschools will be actively sought out to participate in the presentations.

Nation-wide:These presentations can be given

by anyone with a strong background in speech-language pathology, including speech-language pathology graduate students or members of NSSHLA. Currently, abbreviated outlines for the presentations are provided. However, plans are underway to create a full outline of the presentations with audio-visual examples and handouts used during the presentations. These materials be available in the Spring of 2010 to any NSSHLA chapter that is seeking to reach out to its respective community. It is a goal of this project to synthesize all of this information and materials and make it readily available to other chapters of NSSHLA across the nation. They are strongly encouraged to adopt this program in reaching out to their respective communities.

Hart, B., & Risley, T.R. (1995). Meaningful Differences in the Everyday Experiences of Young Children. Baltimore: Brookes Publishing Company, Inc.

Qi, C.H., Kaiser, A.P., Milan, S.E., Yzquierdo, Z., & Hancock, T.B. (2003). The performance of low-income, African American children on the Preschool Language Scale-3. Journal of Speech, Language, and Hearing Research, 46, 576-590.

Schuele, C.M. ( 2001). Socioeconomic influences on children's language acquisition. Journal of Speech-Language Pathology and Audiology, 25, 77-88.

Stanton-Chapman, T.L., Chapman, D.A., Kaiser, A.P., & Hancock, T.B. (2004). Cumulative risk and low income children’s language development. Topics in Early Childhood Special Education, 24(4), 124-158. Pianta & McCoy (1997).

Apel, K. & Masterson, J.J. (2001). Beyond Baby Talk: From Sounds to Sentences--A Parent's Complete Guide to Language Development. Roseville, CA: Prima Publishing.

METHOD

FEEDBACK

The 23 teachers’ feedback forms suggested that these presentations were relevant and helpful. More than 80% reported having learned new ways to expand language in the classroom. Of that subset of teachers, the vast majority has used this information in the classroom.

The graph above shows a roughly 25% increase in the percentage of teachers able to identify a child with speech or language concerns before and after the two presentations.

The pie charts above show the demographics of the 23 teachers who attended the presentations. A few general trends were noticed:

•Older teachers tended to be more comfortable identifying a child with a speech or language disorder (1-2 not comfortable, 3 moderately comfortable, 4-5 comfortable).•Teachers with a higher education level tended to be more comfortable identifying children with a speech or language disorder.•Teachers that expressed the highest levels of comfort identifying a child with a speech or language disorder (ratings of 4-5) had taught preschool for 8.5 years on average versus 5 years on average for teachers who were moderately to not comfortable (ratings of 1-3).

PRESENTATION OUTLINES

Feedback Results

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20

40

60

80

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120

Percentage of Teachers Surveyed

Learned New Ways to Expand Language Use in the Classroom

Have Used New Ways to Expand Language Use in the Classroom

Found Handouts Helpful

Would Like Additional Presentations on Speech and Language

The pilot study consisted of a two-part presentation.

Spring 2009: A prototype of a one-hour workshop was presented at a membership meeting of the Nashville Area Association for the Education of Young Children (NAAEYC) to preschool teachers. Feedback was collected. Consequently, the prototype was made into the Part 1 presentation.

August 2009: Two preschools were chosen based upon number of preschool-aged children served and average level of income of families served. A total of 23 preschool teachers attended the 2-part presentation.

The pilot study included two one-hour presentations. Four to six weeks elapsed between Part 1 and Part 2 presentations to allow for teachers to implement whatever information they had taken from the Part 1 presentation.

The Part 2 presentation was developed based upon the Part 1 presentation feedback from the teachers. Teachers at both preschools desired similar information on similar topics. Informational handouts were given at each session pertaining to each topic addressed.

Training hours certificates were provided to each preschool for the participating teachers. Children’s books, informational brochures from ASHA, and Beyond Baby Talk (Apel, K. & Masterson, J.J.) were also given to each preschool after their participation.

Part 1 Presentation:

1. Introductions of Presenters2. What Is a Speech-Language Pathologist? (5-7 min.)3. Recognizing a Language Disorder (15-20 min.)4. Promoting Language and Expanding Language Use in the Classroom: (20-25 min.)

a. Syntaxb. Semanticsc. Pragmatics

5. Question and Answer Time (5-10 min.)6. Feedback

Part 2 Presentation:

1. Reintroduce Presenters and Recap last presentation (<5 min.)2. Enhancing Language through Literacy and Vice Versa (15-20 min.)3. Bilingualism (10 min.)

a. Normal vs. Abnormal Language Developmentb. Differences vs. Disorder

4. Autism (10 min.)a. Primary vs. Secondary Language disordersb. Diagnosisc. Red Flags

5. Communicating Concerns with Parents (5 min.)6. Question and Answer Time (5-10 min.)7. Feedback