Date of Conferral
Doctor of Education (Ed.D.)
The effects of coteaching instruction used by speech language pathologists (SLP) and 1st grade teachers on students' early literacy skills have not been widely examined in current literature. This lack of research may hinder the efforts of SLPs to provide support services for students with and without disabilities who struggle with early literacy skills. Guided by the ecological systems theory, this quasi-experimental study examined the impact of coteaching instruction on students' literacy skills by comparing scores of 2 groups, experimental group who received coteaching and control group who did not receive coteaching instruction. The scores were measured by the final Test of Early Literacy Nonsense Word Fluency Subtest (TELNWFS). A purposeful sampling method was used to select 166 1st grade students as participants. The SLP and 1st grade classroom teachers' use of coteaching instruction served as the treatment or independent variable. The covariate was the scores of the initial TELNWF scores, which was used to control for preexisting reading skills of the participants. The dependent variable was the scores of the final TELNWF. The results of ANCOVA test revealed that there was no significant difference between TELNWF scores of experimental and control group. Implications for positive social change include modifying or reevaluating the use of coteaching instruction between the SLP and 1st grade classroom teachers. This study will help the faculty at the treatment school make informed decisions about instructional models that should or should not be used to address early literacy skills of 1st grade students within the treatment school.