Perception of speech therapy and education students about their experiences and practices in reading and writing academic genre texts.
Ana Cristina Guarinello, Thiago Mathias de Oliveira, Lilian Dos Santos da Silva and 5 others
PMID 36259819WHAT IT FOUND
Most speech therapy and education undergraduates reported difficulty reading and writing academic texts.
Speech therapy students reported more difficulty overall, especially with language rules and personal difficulties. Education students more often cited comprehension.
Key findings
0183% of speech therapy students and 63% of education students said they had difficulty reading and writing academic texts.
02Speech therapy students reported more difficulty overall, including language rules (33% vs 12%) and personal difficulties (23% vs 10%).
03Education students more often pointed to comprehension/interpretation (39% vs 26%).
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
Read the rest of this summary
You get three full summaries a month, free, and we do not ask for a card. Search, the TL;DRs and your library stay unlimited either way.
What it does not show
The study used convenience sampling at a single private university in Brazil, so it may not represent other universities or countries. It asked students to report their perceptions, so it did not test their actual reading or writing ability. Questions allowed multiple answers, so percentages can exceed 100%. Some comparisons were not possible because too few responses were available for individual categories. It surveyed students, not practising therapists or patients, so it does not show clinical outcomes.
Declared interests
The work was supported by CAPES, funding code 001.
The easy way to misread this
Do not read the higher difficulty percentages as evidence that speech therapy students have a language disorder or need clinical therapy. These are self-reported academic reading and writing difficulties in students, not patients.