Variables Affecting Classroom Teachers' Understanding of Speech Disorders The present research investigated 10 variables that might affect classroom teachers' attitudes toward and understanding of children with speech disorders, the nature of such disorders, and remediation procedures. Data collected from 858 questionnaires indicated that one variable, whether or not the teacher had taken a basic course in speech remediation, ... Research Article
Research Article  |   July 01, 1976
Variables Affecting Classroom Teachers' Understanding of Speech Disorders
 
Author Notes
  • Phyllis P. Phillips is assistant professor, Auburn University, Auburn, Alabama 36830. Requests for reprints may be sent to her there.
    Phyllis P. Phillips is assistant professor, Auburn University, Auburn, Alabama 36830. Requests for reprints may be sent to her there.×
Article Information
Research Articles
Research Article   |   July 01, 1976
Variables Affecting Classroom Teachers' Understanding of Speech Disorders
Language, Speech, and Hearing Services in Schools, July 1976, Vol. 7, 142-149. doi:10.1044/0161-1461.0703.142
History: Received February 6, 1975 , Accepted April 28, 1975
 
Language, Speech, and Hearing Services in Schools, July 1976, Vol. 7, 142-149. doi:10.1044/0161-1461.0703.142
History: Received February 6, 1975; Accepted April 28, 1975

The present research investigated 10 variables that might affect classroom teachers' attitudes toward and understanding of children with speech disorders, the nature of such disorders, and remediation procedures. Data collected from 858 questionnaires indicated that one variable, whether or not the teacher had taken a basic course in speech remediation, was highly significant in all treatments. Three other significant variables were number of years' teaching experience, access to the services of a speech pathologist, and age.

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