Phonological Awareness Effecting Change Through the Integration of Research Findings Clinical Forum
Clinical Forum  |   October 01, 2005
Phonological Awareness
 
Author Affiliations & Notes
  • Gail T. Gillon
    Department of Communication Disorders, University of Canterbury, Private Bag, 4800, Christchurch, New Zealand
Article Information
Development / Speech, Voice & Prosodic Disorders / Research Issues, Methods & Evidence-Based Practice / Speech, Voice & Prosody / Clinical Forum: Phonological Awareness
Clinical Forum   |   October 01, 2005
Phonological Awareness
Language, Speech, and Hearing Services in Schools, October 2005, Vol. 36, 346-349. doi:10.1044/0161-1461(2005/034)
History: Received May 6, 2005 , Accepted May 10, 2005
 
Language, Speech, and Hearing Services in Schools, October 2005, Vol. 36, 346-349. doi:10.1044/0161-1461(2005/034)
History: Received May 6, 2005; Accepted May 10, 2005
Speech-language pathologists (SLPs) may read many interesting research articles that have clinical application for their work with children with speech-language impairment. Yet is it always appropriate for these research findings to be immediately integrated into clinical practice? Will the successful integration of relevant research effect positive outcomes for children with speech and language impairment? This epilogue to the clinical forum on phonological awareness addresses these questions in relation to the data discussed in the five research articles presented in the forum.
It is appropriate that SLPs exercise caution in deciding whether research findings should influence their current practices. The depth of the research body, the relevance of the findings to a specific clinical population, and the practicalities of implementing an assessment or intervention technique explored under research conditions into a school or clinical setting are all factors that must be considered. One condition that favors the integration of the findings presented in this forum into clinical practice is the depth of research that already exists in the area of phonological awareness. Researchers began discussing the clinical application of phonological awareness at least 25 years ago (Lewkowicz, 1980), and the great surge of interest in phonological awareness in the research literature during the 1990s and through into the 21st century has built a solid foundation for the studies discussed in the forum. The findings from the research presented in this forum provide evidence to refine our assessment and intervention practices as opposed to introducing completely novel assessment or intervention techniques that have been largely untested. Thus, the findings have more immediate appeal in influencing SLPs’ current practices.
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