Dual-qualified teachers and speech pathologists reflect on preparation and practice in school-based literacy

Internationally, professional bodies are increasingly recognising the role for speech pathologists in identifying and supporting students who struggle with literacy. Some guidelines have been developed to support this work, but little is understood about the overlapping, but distinctive knowledge bases claimed by speech pathologists and teachers.

In a recent study we explored the experiences and opinions of 25 dual-qualified speech pathologists and teachers regarding their pre-service education in each discipline, and how being dual-qualified influences their practice, to better understand research to practice challenges and barriers and facilitators to interprofessional functioning. We also identified some interesting narratives about where dual qualified practitioners considered their knowledge about literacy came from in terms of their pre-service training.

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About our speakers

Pamela Snow is Professor of Cognitive of Psychology in the School of Education at La Trobe University (Bendigo). She is also co-director of the recently-established La Trobe Science of Language and Reading (SOLAR) Lab. Pamela is dual qualified as a speech pathologist and psychologist and her research concerns language and literacy in relation to vulnerability in childhood and adolescence, and best practice in early reading instruction.

Emina McLean's background is in speech-language pathology, education, child and adolescent psychiatry, and public health. She is an adjunct lecturer in literacy at La Trobe University, Head of English at Docklands Primary School, Speech Pathologist and Project Coordinator at Anglicare Victoria, and a professional learning provider and instructional coach in schools across Australia. Emina is a research member of La Trobe University’s Science of Language and Reading (SOLAR) Lab. She is currently researching the reading and writing skills of secondary and tertiary students in Australia.

Tanya Serry joined the School of Education at La Trobe University in 2020 as A/Prof (Literacy & Reading). Together with Prof Pamela Snow, she is the co-director of the SOLAR Lab. She has a background as a speech pathologist and also has Master’s degree in applied linguistics. Tanya’s research and teaching centres on how to facilitate greater collaboration between educators, parents, speech pathologists and psychologists.