Canadian francophone school‐based SLTs' perspectives on their involvement in a Tier 1 interactive reading program: Collateral benefits to the shift in practice.
Saved in:
| Title: | Canadian francophone school‐based SLTs' perspectives on their involvement in a Tier 1 interactive reading program: Collateral benefits to the shift in practice. |
|---|---|
| Authors: | Filiatrault‐Veilleux, Pamela1 (AUTHOR) pfiliatr@ualberta.ca, McMahon‐Morin, Paméla2 (AUTHOR), Campbell, Wenonah3 (AUTHOR) |
| Source: | Journal of Research in Special Educational Needs. Oct2025, Vol. 25 Issue 4, p1053-1066. 14p. |
| Subject Terms: | *Speech therapists, *Inclusive education, *Reading intervention, *Qualitative research, *Academia, Capacity building, French-Canadians |
| Abstract: | Increasing use of tiered service delivery models that include universal, whole‐class programming, is reshaping school‐based speech‐language therapists (SLTs)' roles in supporting inclusive education. Interactive reading programs, designed to enhance language and literacy skills of diverse learners, offer SLTs an evidence‐based means to promote inclusive practices. However, SLTs' experiences in implementing such programs requires further investigation, particularly within Canadian francophone contexts. This qualitative study examined the experiences of seven SLTs across two Canadian francophone contexts—minority and majority—about their roles in implementing an interactive reading program. Through semi‐structured interviews and focus groups, a reflexive thematic analysis revealed two overarching themes. The first, Key factors contributing to success co‐exist amidst challenges, included four primary themes: SLT‐teacher partnership as fundamental to effective collaboration; a centralized mandate and coordinated implementation of the program as key; the value of a well‐structured program while maintaining a flexible approach; and the challenging journey of overcoming resistance to change. The second, Unexpected benefits for school‐based SLT practice, highlighted three primary themes: benefits for SLTs' own professional development; benefits for SLTs' roles within the educational context; and paving the way for future opportunities. Study findings offer insights into facilitating SLTs' vital role in promoting inclusive education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 188551874 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Canadian francophone school‐based SLTs' perspectives on their involvement in a Tier 1 interactive reading program: Collateral benefits to the shift in practice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Filiatrault‐Veilleux%2C+Pamela%22">Filiatrault‐Veilleux, Pamela</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> pfiliatr@ualberta.ca</i><br /><searchLink fieldCode="AR" term="%22McMahon‐Morin%2C+Paméla%22">McMahon‐Morin, Paméla</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Campbell%2C+Wenonah%22">Campbell, Wenonah</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Special+Educational+Needs%22">Journal of Research in Special Educational Needs</searchLink>. Oct2025, Vol. 25 Issue 4, p1053-1066. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Academia%22">Academia</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink><br /><searchLink fieldCode="DE" term="%22French-Canadians%22">French-Canadians</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Increasing use of tiered service delivery models that include universal, whole‐class programming, is reshaping school‐based speech‐language therapists (SLTs)' roles in supporting inclusive education. Interactive reading programs, designed to enhance language and literacy skills of diverse learners, offer SLTs an evidence‐based means to promote inclusive practices. However, SLTs' experiences in implementing such programs requires further investigation, particularly within Canadian francophone contexts. This qualitative study examined the experiences of seven SLTs across two Canadian francophone contexts—minority and majority—about their roles in implementing an interactive reading program. Through semi‐structured interviews and focus groups, a reflexive thematic analysis revealed two overarching themes. The first, Key factors contributing to success co‐exist amidst challenges, included four primary themes: SLT‐teacher partnership as fundamental to effective collaboration; a centralized mandate and coordinated implementation of the program as key; the value of a well‐structured program while maintaining a flexible approach; and the challenging journey of overcoming resistance to change. The second, Unexpected benefits for school‐based SLT practice, highlighted three primary themes: benefits for SLTs' own professional development; benefits for SLTs' roles within the educational context; and paving the way for future opportunities. Study findings offer insights into facilitating SLTs' vital role in promoting inclusive education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188551874 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1471-3802.70028 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1053 Subjects: – SubjectFull: Speech therapists Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Reading intervention Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Academia Type: general – SubjectFull: Capacity building Type: general – SubjectFull: French-Canadians Type: general Titles: – TitleFull: Canadian francophone school‐based SLTs' perspectives on their involvement in a Tier 1 interactive reading program: Collateral benefits to the shift in practice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Filiatrault‐Veilleux, Pamela – PersonEntity: Name: NameFull: McMahon‐Morin, Paméla – PersonEntity: Name: NameFull: Campbell, Wenonah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14713802 Numbering: – Type: volume Value: 25 – Type: issue Value: 4 Titles: – TitleFull: Journal of Research in Special Educational Needs Type: main |
| ResultId | 1 |
