Development and Impact of a Review Course for the Praxis Examination in Speech-Language Pathology
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| Title: | Development and Impact of a Review Course for the Praxis Examination in Speech-Language Pathology |
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| Language: | English |
| Authors: | Miriam Baigorri, George Pagano |
| Source: | Teaching and Learning in Communication Sciences & Disorders. 2026 10(1). |
| Availability: | Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Speech Language Pathology, Praxis, Curriculum Development, Refresher Courses, Test Preparation, High Stakes Tests, Student Experience, Student Attitudes, Role of Education, Instructional Effectiveness, Course Descriptions, Course Evaluation, College Students |
| ISSN: | 2689-6443 |
| Abstract: | The Praxis II: Subject Assessment in Speech-Language Pathology is a required national examination for certification and licensure in the United States. However, disparities in pass rates, particularly among culturally and linguistically diverse (CLD) test takers, create barriers to professional entry. This study examines students' perceptions of the effectiveness of an Examination Preparation Course, designed to enhance student success through structured content review, practice exams, and test-taking strategies. A total of 70 graduates (2018-2023) who completed the course participated in an online survey assessing their demographics, perceptions of the course's effectiveness, and confidence levels before and after taking the course. Descriptive statistics were used to analyze responses regarding course components, confidence levels, and overall impact. The majority of participants (94.4%) credited the course as instrumental in their success. Confidence in passing the exam increased from 17% before the course to 42% after completion. Participants valued structured content review, practice exams, and test-taking strategies, with 93% recommending the course as a requirement in all graduate programs. The findings suggest that structured preparation courses are effective in improving student outcomes, particularly for CLD and first-generation students. Implementing similar courses in other graduate programs may help bridge knowledge gaps, promote equity, and better prepare students for professional certification and licensure. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507714 |
| Database: | ERIC |
| Abstract: | The Praxis II: Subject Assessment in Speech-Language Pathology is a required national examination for certification and licensure in the United States. However, disparities in pass rates, particularly among culturally and linguistically diverse (CLD) test takers, create barriers to professional entry. This study examines students' perceptions of the effectiveness of an Examination Preparation Course, designed to enhance student success through structured content review, practice exams, and test-taking strategies. A total of 70 graduates (2018-2023) who completed the course participated in an online survey assessing their demographics, perceptions of the course's effectiveness, and confidence levels before and after taking the course. Descriptive statistics were used to analyze responses regarding course components, confidence levels, and overall impact. The majority of participants (94.4%) credited the course as instrumental in their success. Confidence in passing the exam increased from 17% before the course to 42% after completion. Participants valued structured content review, practice exams, and test-taking strategies, with 93% recommending the course as a requirement in all graduate programs. The findings suggest that structured preparation courses are effective in improving student outcomes, particularly for CLD and first-generation students. Implementing similar courses in other graduate programs may help bridge knowledge gaps, promote equity, and better prepare students for professional certification and licensure. |
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| ISSN: | 2689-6443 |
