ABSTRACT As collaborative efforts among professionals have become more widespread in literacy instruction and intervention, there has been an increase in a fragmented delivery of services to students. This qualitative inquiry was designed to assess what, if any, team-based approaches were being conducted among professionals who focus on language and literacy instruction in elementary school settings. Results demonstrated that literacy professionals and speech-language pathologists, individuals designated to support students in the area of literacy achievement, reported varied time in coordination of collaborative efforts, recognized both rewards and challenges associated with collaboration, and perceived their efforts to be mostly multidisciplinary in implementation of services. Strategies for expliciting utilizing team-based approaches among professionals are discussed.

中文翻译：

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读写专业人员和语言病理学家之间读写工作的协调：我们在同一个团队中吗？

摘要 随着专业人士之间的合作努力在扫盲教学和干预方面变得更加普遍，向学生提供的分散服务有所增加。这项定性调查旨在评估在小学环境中专注于语言和识字教学的专业人员中正在采取哪些基于团队的方法（如果有的话）。结果表明，识字专业人士和语言病理学家，即被指定在识字成就领域支持学生的个人，报告了协调​​合作努力的不同时间，认识到与合作相关的奖励和挑战，并认为他们的努力主要是多学科的服务的实施。