{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,12]],"date-time":"2026-07-12T06:10:51Z","timestamp":1783836651363,"version":"3.55.0"},"reference-count":50,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2020,10,5]],"date-time":"2020-10-05T00:00:00Z","timestamp":1601856000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp; Comm Disor"],"published-print":{"date-parts":[[2020,11]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Background<\/jats:title><jats:p>Speech and language therapists (SLTs) are increasingly engaging in school\u2010based interventions targeting children with language difficulties. Collaborative work between teachers and SLTs has shown to be beneficial in fostering language development in all children. Both groups of professionals have different but complementary roles in offering language support, according to children's needs. Effective collaboration between SLTs and teachers requires both parties to understand their roles and practices in schools. However, little is known about language support practices in Lebanese preschools and the roles of SLTs in these contexts.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>(1) To explore the perceptions and reported practices among preschool teachers (pre\u2010KTs) to support language development; (2) to investigate the current practices of SLTs in preschools; and (3) to understand pre\u2010KTs\u2019 and SLTs\u2019 perceptions of the SLTs\u2019 role in Lebanese preschools.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method &amp; Procedures<\/jats:title><jats:p>Using a quantitative method, the study reports the results of two questionnaires (one for pre\u2010KTs and one for SLTs) that were developed based on a review of the academic literature and adapted to the contextual realities. Questionnaires were completed in hard or soft copy by pre\u2010KTs and through an online survey by SLTs.<\/jats:p><\/jats:sec><jats:sec><jats:title>Outcomes &amp; Results<\/jats:title><jats:p>The questionnaires were completed by 1259 out of 1442 pre\u2010KTs from 175 Lebanese preschools, and by 200 out of 391 SLTs from across Lebanon. First, the findings show that both professional groups recognize they have a role in supporting language development. Second, differences in reported practices were identified regarding language strategies for children with communication needs. In particular, pre\u2010KTs reported less use of specific language strategies targeting children with language difficulties, while SLTs reported that their practices in schools remain primarily focused on children with communication needs. Finally, the analysis of perceptions showed a lack of acknowledgement of the SLTs\u2019 role in the prevention of communication and language disorders among all children.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions &amp; Implications<\/jats:title><jats:p>This study provides an overview of the perceptions and reported practices of language development support in Lebanese preschools. The majority of SLTs and pre\u2010KTs acknowledge their role in supporting language development. However, the slight differences in perceptions of SLT roles in prevention interventions highlight the necessity for SLTs to promote their active involvement in services targeting all children. Future research will investigate how SLTs are beginning to reconceptualize their role in intervention for preschool children. This will help to better define SLTs\u2019 roles and responsibilities in educational settings and foster effective professional collaboration.<\/jats:p><\/jats:sec><jats:sec><jats:label\/><jats:p>\n<jats:boxed-text content-type=\"box\" position=\"anchor\"><jats:sec><jats:title>What this paper adds<\/jats:title><jats:sec><jats:title>What is already known on the subject<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>Collaboration between teachers and SLTs has been shown to be beneficial in supporting language among all children. The way SLTs and pre\u2010KTs view each other's roles could result in more effective professional collaboration. The SLT profession in Lebanon emerged about 20 years ago, yet SLTs are still struggling to define a framework for the scope of their practice in Lebanese preschools and to increase awareness of the relevance of their intervention in language.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What this paper adds to existing knowledge<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>The results revealed that there are major agreements between pre\u2010KTs and SLTs concerning the support of language development in preschools. However, the findings highlight slight differences in the perception of the SLTs\u2019 role in the prevention of communication, language and literacy disorders in educational settings. It seems that their role is more commonly acknowledged for children with identified language and communication needs. Moreover, despite the strong agreement between both professionals on the role of the SLT to target all children, SLTs\u2019 practices in preschools are still mostly limited to meeting only referred and diagnosed needs in children.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><jats:sec><jats:title>What are the potential or actual clinical implications of this work?<\/jats:title><jats:p><jats:list list-type=\"bullet\">\n<jats:list-item><jats:p>This study's findings contribute to a better understanding of the perceptions regarding the roles and practices of both groups of professionals in language development. The differences in how the SLTs\u2019 roles are perceived could lead to a more difficult implementation of collaborative language practices in preschools. It is therefore necessary to ensure a better understanding of the roles played by professionals, who could receive the relevant training in undergraduate education programmes. There is also a pressing need to provide a clearer definition of SLTs\u2019 roles in educational settings by reconceptualizing them into a preventive approach in collaboration with teachers.<\/jats:p><\/jats:list-item>\n<\/jats:list><\/jats:p><\/jats:sec><\/jats:sec><\/jats:boxed-text><\/jats:p><\/jats:sec>","DOI":"10.1111\/1460-6984.12576","type":"journal-article","created":{"date-parts":[[2020,10,5]],"date-time":"2020-10-05T13:50:46Z","timestamp":1601905846000},"page":"988-1004","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":10,"title":["Supporting language development in Lebanese preschools: SLT and pre\u2010KT practice and perception of roles"],"prefix":"10.1111","volume":"55","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6086-2046","authenticated-orcid":false,"given":"Edith","family":"Kouba Hreich","sequence":"first","affiliation":[{"name":"Higher Institute of Speech and Language Therapy Saint Joseph University of Beirut  Beirut Lebanon"},{"name":"Research Unit on Childhood University of Li\u00e8ge  Liege Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8882-8475","authenticated-orcid":false,"given":"Camille","family":"Moitel Messarra","sequence":"additional","affiliation":[{"name":"Higher Institute of Speech and Language Therapy Saint Joseph University of Beirut  Beirut Lebanon"},{"name":"Research Unit on Childhood University of Li\u00e8ge  Liege Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Trecy","family":"Martinez\u2010Perez","sequence":"additional","affiliation":[{"name":"Research Unit on Childhood University of Li\u00e8ge  Liege Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3895-1325","authenticated-orcid":false,"given":"Sami","family":"Richa","sequence":"additional","affiliation":[{"name":"Faculty of Medicine Saint Joseph University of Beirut  Beirut Lebanon"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7091-8293","authenticated-orcid":false,"given":"Christelle","family":"Maillart","sequence":"additional","affiliation":[{"name":"Research Unit on Childhood University of Li\u00e8ge  Liege Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2020,10,5]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"crossref","first-page":"2","DOI":"10.1177\/2396941516680369","article-title":"SLP\u2013educator classroom collaboration: a review to inform reason\u2010based practice","volume":"2","author":"Archibald L. 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