UROP Project

Breaking Down Barriers: A Qualitative Study of SLP Literacy Challenges in Schools

literacy, elementary, qualitative, perspectives, SLP

Research Mentor: Ms. Hannah Hudson, She/Her
Department, College, Affiliation: Communication Science and Disorders, Communication and Information
Contact Email: hth14@fsu.edu
Research Assistant Supervisor (if different from mentor): Ms. Ashley Ippolito She/Her
Research Assistant Supervisor Email: ai24c@fsu.edu
Faculty Collaborators: Dr. Dr. Shannon Hall-Mills
Faculty Collaborators Email: shannon.hall-mills@cci.fsu.edu

Looking for Research Assistants: Yes
Number of Research Assistants: 2
Relevant Majors: communication science and disorders, psychology, reading education, elementary education, special education, education, sociology, social work
Project Location: On FSU Main Campus
Research Assistant Transportation Required: FSU bus
Remote or In-person: Partially Remote
Approximate Weekly Hours: 5, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:

• Day: Tuesday, September 2
  Start Time: 4:00
  End Time: 4:30
  Zoom Link: https://us05web.zoom.us/j/2395003446?pwd=Y96jC3EE8pbA Meeting ID: 239 500 3446 Passcode: g6DH1wTJ7KtrYXf8a5f5VCbX.1
• Day: Thursday, September 4
  Start Time: 4:00
  End Time: 4:30
  Zoom Link: https://us05web.zoom.us/j/2395003446?pwd=Y96jC3EE8pbA Meeting ID: 239 500 3446 Passcode: g6DH1w

Project Description

This qualitative research project explores the barriers to effective literacy instruction as perceived by speech-language pathologists (SLPs). Through a structured survey study, we aim to capture the real-world challenges these professionals face when supporting students’ reading and language development. Particular attention will be paid to systemic obstacles, resource limitations, communication gaps between disciplines, and the needs of diverse learners. By centering the voices of those directly involved in literacy support, this study seeks to identify actionable insights that can inform more collaborative, equitable, and effective literacy practices in school settings.

Research Tasks: Pre-Interview & Recruitment Tasks:
- Assist with IRB application materials (e.g., drafting consent forms or recruitment scripts)
- Identify and compile a list of potential school contacts or participants
- Distribute recruitment emails and follow up with interested participants
- Schedule interviews and maintain a participant tracking spreadsheet

Data Collection Support:
- Prepare interview materials (e.g., protocols, consent forms, Zoom links)
- Take observational notes during interviews (if live or recorded)
- Monitor audio quality and troubleshoot tech issues (e.g., Zoom recording, mic setup)
- Help manage file storage for recordings and transcripts using secure platforms

Transcription & Data Management:
- Transcribe interview recordings accurately and anonymize data
- Clean and format transcripts for coding (e.g., removing filler words, correcting errors)
- Organize transcripts and notes in a shared qualitative analysis database (e.g., Dedoose, NVivo, Excel)
- Assign pseudonyms and remove identifiable information

Data Analysis Support:
- Conduct preliminary read-throughs to identify emerging themes or patterns
- Assist in open coding or memo writing during thematic analysis
- Organize codes into categories or themes collaboratively with the research team
- Help create visual representations of data (e.g., theme maps or matrices)

Dissemination Tasks:
- Draft summaries of key findings or quotes for conference posters or presentations
- Assist with formatting citations, references, or APA-style documents
- Help design PowerPoint slides or research posters
- Review and edit written materials for clarity and cohesion

Professional Development Add-ons:
- Attend lab meetings or debrief sessions to discuss ethical considerations, positionality, and researcher reflexivity
- Co-author conference abstracts or manuscripts (depending on level of involvement)
- Practice presenting findings in mock settings for future dissemination

Skills that research assistant(s) may need: Cognitive & Academic Skills:
- Critical thinking – to interpret responses and engage in early theme identification
- Attention to detail – for accurate transcription, data cleaning, and documentation
- Reading comprehension – to understand interview protocols, consent forms, and background literature
- Writing and summarizing – to draft memos, codebooks, or summaries of findings

Communication Skills:
- Professional email etiquette – when contacting participants or coordinating interviews
- Active listening – when observing interviews or reviewing transcripts
- Collaborative dialogue – for sharing insights in analysis discussions or team meetings

Technical & Organizational Skills:
- Familiarity with transcription tools (e.g., Otter.ai, Express Scribe)
- Basic file management – naming, storing, and organizing files securely
- Comfort with digital tools – Zoom, Google Drive, Excel, or qualitative software (e.g., Dedoose, NVivo)
- Time management – to meet deadlines for coding, transcription, or scheduling

Research-Specific Skills:
- Understanding of research ethics and confidentiality – especially in school-based or human subjects research
- Qualitative coding basics – recognizing themes, labeling data, and developing category systems
- Reflexivity – ability to consider one’s own biases or assumptions when working with participant data
- Data visualization – helpful for supporting posters or presentations

Interpersonal & Soft Skills:
- Willingness to learn – particularly around school systems, SLP practices, or qualitative methods
- Empathy and respect – when working with sensitive narratives or professional experiences
- Flexibility and adaptability – especially when protocols evolve or data collection timelines shift