Reading Research Kent (1985)  listed three goals for the clinician-researcher in the field of communicative disorders: to consume the research literature and apply it to clinical practice, to evaluate empirically his or her own clinical practice, and to conduct clinical research and disseminate the information in presentations and publications. The purpose of ... Article
Article  |   June 01, 2002
Reading Research
Author Affiliations & Notes
  • Lee Ann C. Golper
    Vanderbilt University School of Medicine, Nashville, TN
  • Robert T. Wertz
    Tennessee Valley Healthcare System and Vanderbilt University School of Medicine, Nashville, TN
Article Information
Research Issues, Methods & Evidence-Based Practice / Back to Basics
Article   |   June 01, 2002
Reading Research
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, June 2002, Vol. 12, 27-31. doi:10.1044/nnsld12.2.27
SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, June 2002, Vol. 12, 27-31. doi:10.1044/nnsld12.2.27
Kent (1985)  listed three goals for the clinician-researcher in the field of communicative disorders: to consume the research literature and apply it to clinical practice, to evaluate empirically his or her own clinical practice, and to conduct clinical research and disseminate the information in presentations and publications. The purpose of this paper is to address, in part, the first goal: consumption of the research literature. We make two assumptions. First, knowledge of the recent and relevant research literature is a basic requirement in achieving and maintaining clinical competence in speech-language pathology. This is especially the case in the current climate in health service delivery with an increasing emphasis on evidence-based practices. Second, while reading the research literature was required during clinicians’ preparation, many have experienced professional drift once they went to work. Thus, reading research is a “basic” that many of us may need to get back to.
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