Purpose: The present meta-analysis sought to investigate the effects of phonemic awareness instruction provided to children suspected of having a reading disability. Method: Seven databases were systematically searched, and 1,643 unique manuscripts were reviewed for inclusion. Data were extracted from 138 included manuscripts to evaluate the use of phonemic awareness instructions with children suspected of having a reading disability. A random effects model was then used to conduct a meta-analysis of these data with regard to child outcomes. Results: Gains in this population associated with phonemic awareness instructions can vary as a function of the outcome being used. On average, phonemic awareness instruction had a medium effect on composite ( g = 0.511) and segmentation ( g = 0.571) outcomes and a small effect on outcomes measuring blending ( g = 0.341), first sound identification ( g = 0.428), and deletion ( g = 0.248). Instruction effects were strongest in kindergarten and first grade, but positive outcomes were also found for older children. There was not a significant relationship between cumulative instruction intensity and child performance. Conclusions: The present meta-analysis confirms that phonemic awareness instruction can be effective with children of varying ages and that significant gains can be observed on the key outcome measures of segmentation and blending. Graphemes should be incorporated into phonemic awareness instructions, and future studies need to provide information on dosage beyond just the length and frequency of sessions to clarify which aspects of these instructions are most efficient. Supplemental Material: https://doi.org/10.23641/asha.20277714

Preservice and novice teachers often identify behavior management as an area of weakness that they attribute to a lack of sufficient instruction during their teacher preparation. Behavioral skills training (BST) is an evidence‐based teaching methodology based on the principles of applied behavior analysis used to teach new skills. This study investigated the use of BST in the university setting to teach undergraduate preservice teachers enrolled in a field‐based special education course to implement a token economy during small group instruction with children. A single‐case research design was used to assess the effectiveness of using BST by evaluating accuracy of implementation before and after BST. Results showed BST was an effective teaching procedure and social validity measures collected from the preservice teachers indicated BST was acceptable to all participants. Limitations and needs for future research are discussed.

This article presents a review of the Comprehensive Assessment of Spoken Language-Second Edition (CASL-2), in which reliability, utility, and validity are analyzed and discussed. Some limited recommendations for practice are made based on a review of the information provided by the publisher for clinicians.

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PurposeWith the number of doctoral degrees awarded increasing and full-time and tenure-track jobs decreasing, doctoral graduates are entering a fierce job market. Lack of knowledge and support about navigating the job market can impact graduates' mental health and chances of securing long-term employment, but many graduates claim their programs provide little professional development in this area. The purpose of this study is to understand doctoral students' job preparation after participating in a departmental seminar.Design/methodology/approachThe current explanatory sequential mixed methods, single case study investigated students' perceptions following a year-long seminar in job market navigation.FindingsStudents attending the seminar did not differ from those who did not attend on feelings of preparedness, number of application documents completed, or curriculum vita quality scores.Research limitations/implicationsResearchers may have limited ability to implement graduate student interventions given the power structures of faculty life and the lack of graduate student time.Practical implicationsThe results suggest informal seminars may not be enough to support doctoral students' job market skills.Social implicationsThis has implications for department chairs and deans to create faculty development opportunities to pivot to a student-centered culture rather than relying on faculty or external support to help graduate students prepare for the job market.Originality/valueThis case study provides insight as to how graduate students' job market anxieties are at odds with the current demands and structure of educational doctoral programs.