JCPSLP Vol 22 No 2 2020

Table 1. Data extracted from included studies (continued) Year First author Country of origin Design/ methods Readers

Document accessibility

Reader characteristics

Writers (numbers where specified) Unspecified GCs

2004 Phelps

UK

Quantitative, questionnaire

66 patients

Age range 20 to 70 years (mean age of 43.5 years); 60 female; 6 male

Documents not assessed

2009 Pelco

USA

Quantitative, questionnaire

104 teachers Mean number of years of teaching experience was 13.6 (SD 9.9); participants’

Researchers Report models

average age was 41.2 years (SD 12.1 years); 91% were of European American decent; 94.2% = female, and 50% had earned a Masters degree; experience no reading reports = 16.8% occasional experience = 32.7%; moderate experience = 21.8%;

frequent experience = 11.9%; significant experience 8% 123 mothers and 21 fathers; attendees at parent organisation meetings in central

2010* Miller

USA

Quantitative, questionnaire

144 parents

Researchers Report models

Pennsylvania; mean age 40 years (range of 22–75 years); 93% = married; 99% Caucasian; 21% = high school diploma; 19% = completed some college; 35% = college graduates; 24% = graduate degree Male = 93; female = 184; education ceased before age of 14 years 13/204 (6%); education ceased before the end of high school 75/204 (37%); education ceased at or two years after high school graduation 81/204 (40%); three to four years of higher education 23/204 (11%); five years or more of higher education 12/204 (6%) Age 24–52 years; 91% female; 46% = 3 and 9 years experience; 23% between 10 and 16 years experience; 31% = 17 years or more experience; 35% = elementary teachers (grades K to 4); 40% = middle years teachers (grades 5 to 8); 25% = senior years teachers (grades 9 to 12)

2011 Cassini

France

Quantitative, questionnaire

240 patients

2 geneticists, 1 GC

Documents not assessed

102 certified teachers

2012 Mallin

Canada

Quantitative document ratings

Researchers Report models

88

JCPSLP Volume 22, Number 2 2020

Journal of Clinical Practice in Speech-Language Pathology