Lang Speech Hear Serv Sch. 2026 Apr 22:1-11. doi: 10.1044/2026_LSHSS-25-00167. Online ahead of print.
ABSTRACT
PURPOSE: This study aimed to investigate how speech-language pathologists (SLPs) implement language comprehension curriculums (LCCs) in elementary school settings, particularly for students with language and literacy difficulties. It addressed questions related to current usage, perceived barriers, misconceptions, and factors influencing adoption of LCCs, with the goal of informing future strategies for improving language and reading comprehension outcomes.
METHOD: A survey study was conducted with 83 participants, including 77 certified SLPs and six clinical fellows, recruited through professional networks and online platforms. The survey, administered via Qualtrics, included both quantitative and qualitative items assessing awareness, usage, barriers, and attitudes toward LCCs. Content analysis and descriptive statistics were used to analyze responses, and data were visualized using R.
RESULTS: Findings revealed limited awareness and use of LCCs among SLPs, with significant barriers including lack of training, time constraints, and systemic challenges. SLPs’ misconceptions and their role in implementation were also identified. Despite these challenges, participants expressed interest in future research and recognized the potential benefits of LCCs for managing caseloads and supporting students with language and literacy difficulties.
CONCLUSIONS: The study highlights a critical gap in the implementation of LCCs by SLPs and underscores the need for future quantitative studies and targeted professional development and systemic support in this area. Results support the need for further research that investigates the effectiveness of SLPs using LCCs in individualized and small-group settings, particularly for students with suspected, or diagnosed, language and literacy disabilities.
SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.31975221.
PMID:42018276 | DOI:10.1044/2026_LSHSS-25-00167
