Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia.
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| Title: | Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia. |
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| Authors: | Komesidou, Rouzana, Feller, Melissa J., Wolter, Julie A., Ricketts, Jessie, Rasner, Mary G., Putman, Coille A., Hogan, Tiffany P. |
| Source: | Journal of Research in Reading. Aug2022, Vol. 45 Issue 3, p277-298. 22p. |
| Subjects: | Language disorders, Dyslexia, Implementation (Social action programs), Research, Educators |
| Abstract: | Developmental language disorder (DLD) and dyslexia are common but under‐identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under‐identification of DLD and dyslexia; however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the United States around perceived barriers and facilitators to the implementation of researcher‐developed screeners for DLD and dyslexia. Using thematic analysis, we identified barriers and facilitators within five domains: (1) features of the screeners, (2) preparation for screening procedures, (3) administration of the screeners, (4) demands on users and (5) screening results. We discuss these findings and ways we can continue improving our efforts to maximise the contextual fit and utility of screening practices in schools. Highlights: What is already known about this topicDLD and dyslexia are common but under‐identified disorders.Universal screening can improve under‐identification of DLD and dyslexia. What this paper addsThis paper presents useful information about contextual and process factors that may facilitate or hinder implementation of universal screening for DLD and dyslexia in schools. Implications for theory, policy or practiceThis paper is an important starting point in understanding what it takes to implement universal screening for DLD and dyslexia in schools. Our findings offer several suggestions of contextual and process factors that might influence the implementation trajectory. They also highlight the importance of leveraging educators' knowledge of routine practice to improve uptake of evidence‐based programmes for children with DLD and dyslexia. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Developmental language disorder (DLD) and dyslexia are common but under‐identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under‐identification of DLD and dyslexia; however, we lack evidence for how to effectively implement and sustain screening procedures in schools. In the current study, we solicited input from educators in the United States around perceived barriers and facilitators to the implementation of researcher‐developed screeners for DLD and dyslexia. Using thematic analysis, we identified barriers and facilitators within five domains: (1) features of the screeners, (2) preparation for screening procedures, (3) administration of the screeners, (4) demands on users and (5) screening results. We discuss these findings and ways we can continue improving our efforts to maximise the contextual fit and utility of screening practices in schools. Highlights: What is already known about this topicDLD and dyslexia are common but under‐identified disorders.Universal screening can improve under‐identification of DLD and dyslexia. What this paper addsThis paper presents useful information about contextual and process factors that may facilitate or hinder implementation of universal screening for DLD and dyslexia in schools. Implications for theory, policy or practiceThis paper is an important starting point in understanding what it takes to implement universal screening for DLD and dyslexia in schools. Our findings offer several suggestions of contextual and process factors that might influence the implementation trajectory. They also highlight the importance of leveraging educators' knowledge of routine practice to improve uptake of evidence‐based programmes for children with DLD and dyslexia. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01410423 |
| DOI: | 10.1111/1467-9817.12381 |
