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dc.contributor.authorLathouras, Maria
dc.contributor.authorGarvis, Susanne
dc.contributor.authorWesterveld, Marleen
dc.contributor.authorTrembath, David
dc.date.accessioned2019-10-28T02:48:37Z
dc.date.available2019-10-28T02:48:37Z
dc.date.issued2019
dc.identifier.issn1441-6727
dc.identifier.urihttp://hdl.handle.net/10072/388715
dc.description.abstractSpeech-language pathologists (SLPs) in school settings are faced with many considerations when selecting appropriate interventions to support positive educational outcomes for students commencing school, within an evidence-based practice framework and accounting for service delivery constraints. However, decisions regarding interventions are often made without taking into consideration the views and perspectives of students who have received the interventions in the past. The aim of this study was to investigate the perceptions of students in their first formal year of schooling involved in a 24-week, book-based, oral language and early literacy intervention. The participants were nine students, aged between 5 and 6 years from three different classrooms, in the same school. Student responses were analysed using thematic analysis. Several key themes emerged, including the importance of students being actively involved in the program, parental involvement, and the students identifying the relationship between their own behaviour and engagement during the program. The results suggest that SLPs and other staff who facilitate classroom-based oral language programs should ensure that program goals are clearly ommunicated and engagement explicitly encouraged.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpeech Pathology Australia
dc.publisher.urihttps://www.speechpathologyaustralia.org.au/SPAweb/Members/Publications/Journal_of_Clinical_Practice.aspx
dc.relation.ispartofpagefrom94
dc.relation.ispartofpageto99
dc.relation.ispartofissue2
dc.relation.ispartofjournalJournal of Clinical Practice in Speech-Language Pathology
dc.relation.ispartofvolume21
dc.subject.fieldofresearchPrimary Education (excl. Maori)
dc.subject.fieldofresearchClinical Sciences
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchcode130105
dc.subject.fieldofresearchcode1103
dc.subject.fieldofresearchcode1702
dc.subject.fieldofresearchcode2004
dc.titleThe perspectives of students involved in a classroom-based oral language intervention in their first formal year of schooling
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationLathouras, M; Garvis, S; Westerveld, M; Trembath, D, The perspectives of students involved in a classroom-based oral language intervention in their first formal year of schooling, Journal of Clinical Practice in Speech-Language Pathology, 2019, 21 (2), pp. 94-99
dc.date.updated2019-10-23T22:27:54Z
gro.rights.copyrightSelf-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the author[s] for more information.
gro.hasfulltextNo Full Text
gro.griffith.authorWesterveld, Marleen F.
gro.griffith.authorLathouras, Maria
gro.griffith.authorGarvis, Susie M.
gro.griffith.authorTrembath, David


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