A Survey Examining the Integration of Music into Early Literacy and Language Instruction within Speech-language Pathology

Abstract

Purpose: The present study explored pediatric speech-language pathologists’ evidence-based practices by examining their integration of music during intervention with a focus on early literacy and language (EL-L) skills, and their interprofessional collaboration perspectives with other professionals who may integrate music. Method: A quantitative survey examined clinical practices of Speech-Language Pathologists’ (SLP) integration of music during EL-L intervention. Results: Forty-eight SLPs reported to rely on all aspects of evidence-based practice when integrating music into clinical practice with a focus on children with language-based disorders in general practice and children with phonologically-based disorders during EL-L intervention, but alignment with research could be improved. Lastly, SLPs appear to be open and value to collaboration with other professionals. Conclusion: SLPs should consider integrating active methods of music making that focus on the phoneme level, engaging in educational opportunities to learn more about EL-L intervention, and participating in collaboration with other professionals to increase music integration into EL-L intervention.