[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-582306-en":3,"doc-seo-582306-105":30,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":11,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29,"preview_page_count":4},582306,137451207643,"Margaret","https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2",8,"Research & Report","Teaching and Learning in Communication Sciences & Disorders - Volume 10 - Issue 1 - Article 4","Praxis II: Subject Assessment in Speech-Language Pathology serves as a required U.S. certification and licensure exam, yet pass-rate disparities—especially for culturally and linguistically diverse (CLD) candidates—can restrict professional entry. This study evaluates graduate students’ perceptions of an Examination Preparation Course using structured review, practice exams, and test-taking strategies. Survey data from 70 graduates (2018–2023) show increased confidence, high impact attribution, and strong recommendations, suggesting structured preparation improves outcomes and supports equity for CLD and first-generation learners.","Teaching and Learning in Communication Sciences & Disorders  \n\n| Volume 10  Issue 1 | Article 4 |\n| --- | --- |\n| 2026\u003Cbr>Development and Impact of a Review Course for the Praxis Examination in Speech-Language Pathology\u003Cbr>Miriam Baigorri\u003Cbr>Long Island University Brooklyn, [miriam.baigorri@liu.edu](miriam.baigorri@liu.edu)\u003Cbr>George Pagano\u003Cbr>Long Island University Brooklyn, [George.Pagano@liu.edu](George.Pagano@liu.edu)[ ](George.Pagano@liu.edu)DOI: 10. 61403/2689-6443 .1409\u003Cbr>Follow this and additional works at: [https://ir.library.illinoisstate.edu/tlcsd](https://ir.library.illinoisstate.edu/tlcsd)\u003Cbr> Part of the Communication Sciences and Disorders Commons, and the Higher Education Commons |  |\n\nRecommended Citation  \nBaigorri, M., & Pagano, G. (2026) . Development and Impact of a Review Course for the Praxis Examination in Speech-Language Pathology. Teaching and Learning in Communication Sciences & Disorders, 10(1) . DOI: [https://doi.org/10.61403/2689-6443.1409](https://doi.org/10.61403/2689-6443.1409)  \nThis Pilot SoTL Studies is brought to you for free and open access by the Journals at ISU ReD: Research and eData. It has been accepted for inclusion in Teaching and Learning in Communication Sciences & Disorders by an authorized editor of ISU ReD: Research and eData. For more information, please contact [ISUReD@ilstu.edu](ISUReD@ilstu.edu).  \nDevelopment and Impact of a Review Course for the Praxis Examination in Speech-Language Pathology  \nAbstract  \nAbstract  \nThe Praxis II: Subject Assessment in Speech-Language Pathology is a required national examination for certification and licensure in the United States. However, disparities in pass rates, particularly among culturally and linguistically diverse (CLD) test takers, create barriers to professional entry. This study examines students' perceptions of the effectiveness of an Examination Preparation Course, designed to enhance student success through structured content review, practice exams, and test-taking strategies. A total of 70 graduates (2018–2023) who completed the course participated in an online survey assessing their demographics, perceptions of the course’s effectiveness, and confidence levels before and after taking the course. Descriptive statistics were used to analyze responses regarding course components, confidence levels, and overall impact. The majority of participants (94 .4%) credited the course as instrumental in their success. Confidence in passing the exam increased from 17% before the course to 42% after completion. Participants valued structured content review, practice exams, and test-taking strategies, with 93% recommending the course as a requirement in all graduate programs. The findings suggest that structured preparation courses are effective in improving student outcomes, particularly for CLD and first-generation students. Implementing similar courses in other graduate programs may help bridge knowledge gaps, promote equity, and better prepare students for professional certification and licensure.  \nKeywords  \nPraxis examination, Certification/licensure, Preparation Course  \nThis pilot sotl studies is available in Teaching and Learning in Communication Sciences & Disorders:  \n[https://ir.library.illinoisstate.edu/tlcsd/vol10/iss1/4](https://ir.library.illinoisstate.edu/tlcsd/vol10/iss1/4)  \nIntroduction  \nTo pursue a career in speech-language pathology (SLP) in the United States (US), students must graduate from an accredited SLP graduate program and pass The Praxis II: Subject Assessment in Speech-Language Pathology (Praxis II) . This comprehensive national exam, mandated by the American Speech-Language-Hearing Association (ASHA) and administered by Educational Testing Service (ETS), is essential for obtaining the ASHA Certificate of Clinical Competence and state licensure (ASHA, 2021; ETS, 2021) . The Praxis II exam is developed based on survey responses collected every 5 to 8 years from practitioners, educators, clinical supervis","cbCaiuq9vI9mJu25","https://ap.wps.com/l/cbCaiuq9vI9mJu25","pdf",381120,1,16,"English","en",105,"# Abstract\n# Introduction\n## Praxis II as a requirement and its exam structure\n## Impact of low pass rates on students and programs\n## Prior research on exam content challenges\n# Recommended Citation\n# Keywords","[{\"question\":\"What problem does the study address about the Praxis II exam?\",\"answer\":\"The study addresses disparities in pass rates, particularly for culturally and linguistically diverse (CLD) test takers, which create barriers to professional entry in speech-language pathology.\"},{\"question\":\"How was the Examination Preparation Course designed in this research?\",\"answer\":\"The course used structured content review, practice exams, and test-taking strategies to enhance student success.\"},{\"question\":\"What outcomes did participants report after completing the course?\",\"answer\":\"Most participants credited the course as instrumental, confidence in passing increased substantially from before to after the course, and participants strongly recommended the course for inclusion across graduate programs.\"}]","Teaching and Learning in Communication Sciences & Disorders - 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