An investigation of speech-language pathologists' knowledge and perceptions of whole language

This study investigated speech-language pathologists' knowledge and perceptions of whole language and the implications of whole language in speech-language remediation. The data presented in this study were obtained by administering a questionnaire to speech-language pathologists who were attending the 1992 Texas Speech-Language-Hearing Association Annual Convention.;This sample can be further described as consisting of 324 speech-language pathologists who were employed in school settings. A majority of these participants had at least 10 years of experience in school settings and had earned a master's degree. Most of their caseloads included students in prekindergarten or kindergarten through grade 6, and they provided services on more than one campus. The mean number of students served by these speech-language pathologists was 60.24 with a standard deviation of 23.47. The mode was 65.;A majority of the speech-language pathologists who participated in this study rated their knowledge of language disorders and whole language as being at least adequate. They also rated their understanding of the relationship between whole language and speech-language remediation and their competence in implementing whole language as at least adequate. Major sources of information related to whole language cited by these participants included teachers and other professionals, professional conventions, inservice training, and reading.;A majority of the participants in this study indicated that speech-language pathologists should implement whole language, and that they were implementing whole language in speech-language remediation. A need for coursework and inservice training related to whole language were cited by a majority of the participants. Majority agreement regarding a definition of whole language was not obtained.;These speech-language pathologists considered lack of training in whole language, lack of appropriate materials, and lack of funds to purchase materials as the major hindrances to implementing whole language.