View in EDS HTML Full Text PDF Full Text

Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia.

Saved in:
Bibliographic Details
Title: Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia.
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]
Copyright of Journal of Research in Reading 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: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 158411945
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Komesidou%2C+Rouzana%22">Komesidou, Rouzana</searchLink><br /><searchLink fieldCode="AR" term="%22Feller%2C+Melissa+J%2E%22">Feller, Melissa J.</searchLink><br /><searchLink fieldCode="AR" term="%22Wolter%2C+Julie+A%2E%22">Wolter, Julie A.</searchLink><br /><searchLink fieldCode="AR" term="%22Ricketts%2C+Jessie%22">Ricketts, Jessie</searchLink><br /><searchLink fieldCode="AR" term="%22Rasner%2C+Mary+G%2E%22">Rasner, Mary G.</searchLink><br /><searchLink fieldCode="AR" term="%22Putman%2C+Coille+A%2E%22">Putman, Coille A.</searchLink><br /><searchLink fieldCode="AR" term="%22Hogan%2C+Tiffany+P%2E%22">Hogan, Tiffany P.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Reading%22">Journal of Research in Reading</searchLink>. Aug2022, Vol. 45 Issue 3, p277-298. 22p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Implementation+%28Social+action+programs%29%22">Implementation (Social action programs)</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research in Reading 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=pbh&AN=158411945
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1467-9817.12381
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 277
    Subjects:
      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Implementation (Social action programs)
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Educators
        Type: general
    Titles:
      – TitleFull: Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Komesidou, Rouzana
      – PersonEntity:
          Name:
            NameFull: Feller, Melissa J.
      – PersonEntity:
          Name:
            NameFull: Wolter, Julie A.
      – PersonEntity:
          Name:
            NameFull: Ricketts, Jessie
      – PersonEntity:
          Name:
            NameFull: Rasner, Mary G.
      – PersonEntity:
          Name:
            NameFull: Putman, Coille A.
      – PersonEntity:
          Name:
            NameFull: Hogan, Tiffany P.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Text: Aug2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 01410423
          Numbering:
            – Type: volume
              Value: 45
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Research in Reading
              Type: main
ResultId 1