The ways in which speech and language difficulties impact on children's access to the curriculum

Julie Elizabeth Dockrell · Geoff Lindsay

72 citations0/0 files storedChild Language Teaching and Therapy

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Language Development and Disorders Reading and Literacy Development Developmental and Educational Neuropsychology

Abstract

The wider educational needs of children with specific speech and language difficulties are of major concern to practitioners. Yet few studies have documented the literacy skills of these children across a range of different types of educational provision. The present study was designed to address this gap by profiling the language and literacy skills of 59 year 3 children in two local education authorities and 10 children attending specialist residential provision. Children completed standardized measures of language, literacy, numeracy and non-verbal ability. Children’s language and literacy scores were significantly delayed, with an average delay of two years. The implications of these difficulties for practice are discussed.

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References

2007The Handbook of Child Language 1990A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation 1985The Meaning Makers: Children Learning Language and Using Language to Learn 2010Test for Reception of Grammar 1987Language-Impaired 4-Year-Olds 1992The Underlying Nature of Specific Language Impairment 1994Code of practice on the identification and assessment of special educational needs 1984Preschoolers with Language Disorders

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2008Vulnerability to bullying in children with a history of specific speech and language difficulties 2012An evaluation of the written texts of children with SLI: the contributions of oral language, reading and phonological short-term memory 2002Self esteem of children with specific speech and language difficulties 2015Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school 2019Engaging multiple stakeholders to improve speech and language therapy services in schools: an appreciative inquiry-based study

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