%0 Journal Article
%T Disciplinary Literacy: Virginia School
%A Karen C. Davis
%A Kimberly A. Murza
%J Communication Disorders Quarterly
%@ 1538-4837
%D 2019
%R 10.1177/1525740118771905
%X The purpose of this survey was to examine Speech-Language Pathologists¡¯ (SLPs) confidence in their ability to support student outcomes by addressing language-literacy needs, to align therapy to educational standards, and to align therapy to student content areas. A total of 237 school-based SLPs in Virginia completed a 19-item survey. Results indicated school-based SLPs were largely unfamiliar with the concept of disciplinary literacy and only 53% of the respondents indicated that they were ¡°Very confident¡± or ¡°Somewhat confident¡± in their ability to align their therapy to students¡¯ content areas. Confidence level was found to be negatively correlated with SLPs¡¯ experience level (rs = £¿.14¨C£¿.24, p < .05) and positively correlated with their rating of their education (rs = .28¨C.39, p < .01). These results suggest school-based SLPs could benefit from professional development in the area of disciplinary literacy as well as the broader area of adolescent language and literacy interventions
%K literacy
%K survey
%K research
%K speech-language pathologists (SLPs)
%U https://journals.sagepub.com/doi/full/10.1177/1525740118771905