The explicit syntax knowledge of speech language pathologists and graduate students

Abstract

Purpose: Speech-language pathologists (SLPs) are expected to demonstrate their knowledge of language to provide effective intervention to children with specific language impairment. Some evidence suggests that language development course work does not adequately prepare pre-professional SLP students. However, extant research has not examined practicing SLPs explicit knowledge of syntax. The purpose of this study is to describe how SLPs and SLP graduate students perform on an explicit syntax knowledge task, determine if SLPs outperform graduate students on the task, and determine whether years of clinical experience influence explicit knowledge of syntax. Method: Ninety-nine SLPs and 56 graduate students completed a 30 question explicit syntax knowledge task comprised of matching, counting, writing, and reading subtests. Results: SLPs and SLP graduate students achieved about 70% accuracy on the task. There was a statistically significant group difference between the SLPs’ and SLP graduate students’ total scores on the syntax task but a small clinical significance of this disparity due to small effect sizes. Results showed no significant correlation between number of years of experience and total score on the task. Discussion: SLP coursework may not provide adequate instruction of syntax constructions and sentence patterns. As a result, SLPs might not have the grammar expertise they need to treat children with specific language impairment.