Pages
- Free Trial Feedback
- Sitemap
- Our Packages
- Login
- Terms of Use
- Parent Portal
- Content restricted
- Speech & Language Link in the News
- About Us
- Working with You
- The Link Community
- Speech and Language in School
- Home
Articles
- "We need to talk" - the Oracy Education Commission Report
- Speech & Language Link in Suffolk
- Nov 21st, our speech and language day is back for 2024!
- Speech & Language Link visit Llandudno for the National Education Show
- Let's Talk Communication
- Speech & Language Link take part in the Lakeland Virtual Festive Ultra
- Speech & Language Link at the National Inclusion and SEN Conference
- Infant Language Link is a finalist for the Bett Awards 2024
- Secondary Language Link is a finalist for the BETT Awards 2024
- The Link Live 2023 is highly commended in the CPD category in the Teach Primary Awards
- Secondary Language Link is a finalist in the SEND category in the Teach Secondary Awards
- Junior Language Link is highly commended in the SEN category in the Teach Primary Awards
- New vision for Developmental Language Disorder (DLD) for the UK
- #UnheardChildren
- We are finalists in the Teach Primary and Teach Secondary Awards
- Speech & Language Link collaborates with SENsible SENCo
- Speech Link is an ERA Awards 2023 Finalist!
- 50% of The Link Live ticket sales to go to UNICEF children’s charity
- We are taking part in some exciting research!
- Junior Language Link is a Bett award finalist!
- The Link Live SLCN conference for schools is back!
- Infant Language Link is a finalist in the nasen awards 2022
- The Link magazine goes carbon-balanced
- What are Speech & Language Link doing for DLD Day?
- The Link magazine is a finalist for a Teach Primary Award 2022
- Speech & Language Link response to SEND green paper – July 2022
- Speech & Language Link and The Inspiration Trust
- Infant Language Link has earned an EdTech Impact Summer Award!
- Stockport NHS Charity Partnership
- The Link Live 2022: SLCN - A Whole School Approach
- We are Teach Primary Winners and Teach Secondary Finalists
- A new and improved Secondary Language Link
- The impact of the COVID-19 restrictions on children with SEND and their families
- We are ERA Finalists
- Speech Link Multimedia Ltd contributes evidence to the Oracy Report released on Wednesday 28th April 2021 by the Oracy All Party Parliamentary Group.
- National Media Interest in the Speech Link Multimedia Ltd review of 50,000 Reception Assessments, showing the link between children's speech and language and lockdown.
- BBC News shares our data in its report ‘Lockdowns hurt child speech and language skills’.
- The Link Live
- We are BETT Award Finalists!
- We have been shortlisted for the 'Nasen Innovation Award for Technology.'
- We have our Cyber Essentials Plus Certification.
- The Parent Portal is a winner!
- Congratulations!
- The Speech Link Parent Portal has been shortlisted for the Teach Primary Awards 2020
- The Link Magazine wins The David Ryan Publication Award
- Suffolk County Council buys Infant Language Link and Speech Link for 254 Primary Schools
- The Link magazine is a finalist!
- Infant Language Link wins at the Education Resources Awards 2019
- Infant Language Link, the SLCN Support Package for primary schools, shortlisted for Education Resources Award 2019
Resources
- The Speech and Language Building Blocks of Oracy
- The Link Primary: Issue 30, October 2024
- How DLD aware are you?
- Welcoming new pupils to school
- “When we provide the right care and the right environment, they will flourish”
- Why it is essential to universally screen students’ language skills in Year 7
- Transition to secondary — How Junior Language Link can help
- Surviving the summer: a guide for families of children with speech, language and communication needs
- A testing time
- Universal teaching approaches for secondary classrooms
- How schools can use their Pupil Premium budgets to boost reading comprehension
- Small group language intervention: tips for successful generalisation
- Harmonizing potential: Enriching speech, language, and communication through the young voices choir and inclusion strategies for children with SLCN
- Issue 28, Pages 14-15: Ask a therapist
- Speech and Language News - February 2024
- Page 142: Secondary Language Link
- Page 141: Speech Link
- Page 140: Infant & Junior Language Link
- Issue 28, Pages 12-14: A Vision for Developmental Language Disorder (DLD) for the UK
- Issue 28, Pages 10-11: How stress is impacting behaviour in school and how to help
- Issue 28, Pages 8-9: The importance of thinking about hearing
- Issue 28, Page 7: Supporting teachers to develop speech, language and communication skills in the classroom
- Issue 28, Pages 4-5: Learning a new word
- Issue 28. Page 3: One TA to another - Reflecting on interventions
- The mystery of the missing bench
- Insufficient Discussion
- A personal experience of education after stroke
- Putting children at the heart: A call to action for a better tomorrow
- Publishing Information
- Page 94-101: Dyslexia
- Page 90-93: Auditory Processing Disorder
- Page 80-89: Hearing Impairment
- Page 8-9: Terminology
- Page 74-79: Voice Disorder
- Page 66-73: Stammering
- Page 60-65: Selective Mutism
- Page 5: Contents
- Page 48-59: Speech Sound Disorder
- Page 36-47: Language Disorder and Developmental Language Disorder
- Thinking about winking
- Page 25-33: Supporting EAL Pupils
- Page 24: What to do if a child in your class has SLCN or you’re worried they might
- Page 2-4: How to use this book
- Page 16-23: Making your school more communication friendly
- Page 146: Back Cover
- Page 132-137: Acquired Brain Injury
- Page 13-15: Why are Speech, Language and Communication skills important?
- Page 128-131: Cerebral Palsy
- Page 124-127: Down’s Syndrome
- Page 120-123: Cleft Lip and Palate
- Page 116-119: Learning Disability
- Page 110-115: Attention Deficit Hyperactivity Disorder
- Page 106-109: Social Communication Disorder
- Page 102-105: Autism Spectrum Disorder
- Page 10-12: The Role of the Speech and Language Therapist
- Page 1: Preface
- Help Desk Support
- Issue 27, Pages 19: A day in the life of a Link Speech & Language CPD tutor
- Issue 27, Page 14-15: Ask a therapist
- Issue 27, Pages 12-13: Growing up with DLD, in my own words
- Issue 27, Pages 10-11: Creative classrooms
- Issue 27, Pages 8-9: Link Live Sessions
- Issue 27, Pages 6-7: There’s much more to ADHD than hyperactivity & inattention
- Issue 27, Pages 4-5: Advice from a 'Peach Terrorist'
- Issue 27, Page 4: Meet the therapist
- The Link Supplement, Page 2-8: Language levels in the classroom, where are we now?
- The Link Special Edition, Page 7: The impact of Language Link on attainment
- The Link Magazine Research Supplement
- Issue 5, Page 12-13: Rhyme Time!
- Issue 3, Page 3: News in brief
- Issue 26, Page 8-9: How do you teach about periods to a Year 6/P7 class?
- Issue 26, Page 7: Sharing News
- Issue 26, Page 6: How safe is your children’s data?
- Issue 26, Page 4-5: Ask A Therapist – Support attention in the classroom
- Issue 26, Page 3: The Link Live 2023 Review
- Issue 26, Page 21: CPD accredited online speech and language training
- Issue 26, Page 20: One SaLT practitioner to another - using Language Link
- Issue 26, Page 17-19: Welcome to The Link Community
- Issue 26, Page 14-16: Vocabulary is linked to word reading, not just comprehension
- Issue 26, Page 12-13: A journey through a decade of SLCN
- Issue 26, Page 10-11: Silly Session
- Issue 25, Page 6-7: The Link Live 2023: Supporting SLCN Together
- Issue 25, Page 4-5: Language and autism: A journey of going from strength-to-strength
- Issue 25, Page 3: Introducing the SEND Network: A community for SEND professionals
- Issue 25, Page 18-19: Welcome to The Link Community
- Issue 25, Page 16-17: Ask a Therapist: Profound speech difficulties
- Issue 25, Page 14-15: Lost in Translation – What I would tell my child’s teacher about Developmental Language Disorder (DLD)
- Issue 25, Page 12-13: The voice of the child
- Issue 25, Page 11: One TA to Another: Reverse Pathetic Fallacy
- Issue 25, Page 10: Building Emotional Awareness
- Issue 24, Page 8-9: Four key areas to consider when using sensory support
- Issue 24, Page 6-7: Helping Children with DLD Talk about Strengths and Differences
- Issue 24, Page 3-5: Welcome to The Link Community
- Issue 24, Page 20: Free SLCN news delivered straight to your inbox every month!
- Issue 24, Page 18-19: Ask a Therapist: Supporting the communication needs of refugee children
- Issue 24, Page 16-17: One TA to Another – TA Networks
- Issue 24, Page 14-15: Right from the Start
- Issue 24, Page 13: Speaking up for visual learning
- Issue 24, Page 10-12: The Link CPD: Speech and Language
- Issue 23, Page 8-9: Self-care rules!
- Issue 23, Page 7: One TA to another - Where do TAs come from?
- Issue 23, Page 4-6: Words matter – Strategies for teaching vocabulary for pupils with Developmental Language Disorder
- Issue 23, Page 3: The Link Live 2022 review: Something for everyone
- Issue 23, Page 18-19: Ask a Therapist: Intervention tips
- Issue 23, Page 16-17: Bubbles of Grief
- Issue 23, Page 14-15: TA Networks - Building Specialist Learning Journeys
- Issue 23, Page 12-13: Talking the write way
- Issue 23, Page 10-11: Further routes of training for teachers with an interest in SLCN, Sheffield University LACIC
- Issue 22, Page 8-9: FASD – The Invisible Brain-Based Condition
- Issue 22, Page 6-7: Demystifying the language of maths
- Issue 22, Page 4-5: THE LINK SURVEY - Your Experience of SLCN Support
- Issue 22, Page 3: Ask a Therapist: What are ‘soft skills’ really?
- Issue 22, Page 18-19: Celebrating Bilingualism
- Issue 22, Page 16-17: Demystifying behaviour
- Issue 22, Page 10-15: The Link Live 2022 – SLCN A Whole School Approach
- Issue 21, Page 8-9: Joined-up thinking - A whole school approach to SLCN identification and support
- Issue 21, Page 6-7: The triangle is the strongest shape
- Issue 21, Page 4-5: Catching up on language
- Issue 21, Page 3: Ask a Therapist: 5 Good Habits for Becoming an SLCN friendly NQT
- Issue 21, Page 18-19: The true meaning of early intervention
- Issue 21, Page 16-17: Where does spoken language fit into the national curriculum?
- Issue 21, Page 14-15: Modelling vs testing: When should we ask questions (test) and when should we model language?
- Issue 21, Page 13: Book spotlight
- Issue 21, Page 10-12: Rising to the challenge: How to support children presenting with Special Educational Needs in mainstream settings
- Issue 20, Page 9-13: The Link Live 2021: An SLCN journey from 4-14 years
- Issue 20, Page 8: From one TA to another: Packing the bag
- Issue 20, Page 6-7: Invest in your most important tool… Voice!
- Issue 20, Page 4-5: I Talk Like A River
- Issue 20, Page 3: Infant Language Link
- Issue 20, Page 18-19: Ask a therapist: Managing your SLCN caseload
- Issue 20, Page 16-17: Outdoor language learning opportunities
- Issue 20, Page 14-15: Speaking in school
- Issue 2, Page 3: News in brief
- Issue 19, Page 8-9: Creating an inclusive communication friendly environment
- Issue 19, Page 6-7: The Link CPD – Invest in staff training, invest in children’s futures
- Issue 19, Page 4-5: SKILLS FOR TEAMWORKING - Put on your own oxygen mask before helping others!
- Issue 19, Page 3: The importance of a Whole School Approach to SEN
- Issue 19, Page 19: Ask a Therapist: Becoming a Communication Friendly School
- Issue 19, Page 16-18: Supporting children with SLCN using drama intervention
- Issue 19, Page 14-15: Parents: A crucial link in the communication chain
- Issue 19, Page 13: The Link News - Find out what’s new in the world of SLCN
- Issue 19, Page 12: Speak up - you need to be heard
- Issue 19, Page 10-11: Making the Link from Literacy to Oral Language
- Issue 18, Page 3: Putting Speech and Language at the Core of Teaching
- Issue 18, Page 18-19: Impact Study: How targeted SLCN interventions from Language Link raise attainment
- Issue 18, Page 16-17: Social communication needs explained
- Issue 18, Page 14-15: Life and death after lockdown
- Issue 18, Page 13: The Ultimate Guide to SLCN
- Issue 18, Page 10-11: Masked feelings: suppressing emotions to cope with school
- Issue 17, Page 9: Introducing the Parent Portal, brought to you by Speech and Language Link
- Issue 15, Page 6-7: Access Arrangements for Pupils with Speech, Language and Communication Needs
- Issue 15, Page 5: What can your school do to raise awareness of DLD?
- Issue 15, Page 15-19: Literacy Difficulties? It could be SLCN
- Issue 14, Page 14-19: Language or Behaviour? How do you know?
- Issue 11, Page 13-14: The Impact of SLCN: The Challenge Facing Schools
- "People don't get me"
- We are more than just an assessment
- Helping teens with Selective Mutism overcome their fear of speaking
- Supporting young people to develop teamwork skills
- Big fish, small pond
- Finding compassion for our anxiety creature (and tips to support children with theirs)
- How does the new SEND and AP Improvement plan link with supporting speech and language in schools?
- What shall we pack?
- Is language the problem?
- Do you fit in?
- It's time to talk
- Christmas activities at school: top tips to support children with SLCN with these seasonal challenges
- What it means to be reflective and tips on how to practise
- Did you know this about Infant Language Link?
- Let's Pitch It
- Speech and Language in the Garden
- Speech and Language Link's response to Special Educational Needs in England school census
- Transitioning from one place to another - top tips
- Supporting new students with EAL
- Primary schools to be banned from permanently excluding children
- SEND Review: Right support, Right place, Right time
- Why improving speech, language and communication skills must be part of the Government’s Levelling Up agenda
- Supporting Generalisation of Skills
- Supporting Rigidity
- Factors Affecting the Success of Interventions for Children with ASD - Attention
- The language of the holidays
- No Pens Wednesday
- Supporting Generalisation: Speech and Language in the Classroom and Beyond
- Don’t Exclude Me: Behaviour is Communication
- Ways to Develop Speech, Language and Communication Skills Through Play
- What can COVID 19 teach us about learning vocabulary?
- Primary teachers - do you need some sensory inspiration?
- The Parent Detectives
- The impact of vocabulary teaching using sound and meaning cues
- A review of The Link Live 2021: An SLCN journey from 4-14 years
- Supporting children and young people with SLCN to share their views
- How do we identify children with SEND (including those with speech, language and communication needs)?
- ‘Between Brains’: Motivating Tweens and Teens with SLCN
- Speak up with Speech and Language Link
- The impact of Covid-19 on teachers' voice
- How working from home has changed our posture
- EEF Blog: Learning recovery and the role of diagnostic assessment – a response by Speech and Language Link
- Returning to school and looking towards recovery
- You can’t read hieroglyphics if you don’t understand Egyptian!
- Bridging the Word Gap at Transition: The Oxford Language Report – a response by Speech and Language Link
- How to choose an SLCN intervention for your school
- Do you get me?
- Universal Communication Aids for Emotional Literacy
- Introducing Universal Communication Aids Into Your Classroom
- Raising awareness for Developmental Language Disorder (DLD)
- The Link Special Edition, Page 8: 5 Tips to Boost Literacy
- The Link Special Edition, Page 5-6: Choosing the best SLCN package for your school
- Developmental Language Disorder in 2020
- Ensuring children with SLCN are included in the new RSE curriculum
- The Ultimate Guide to SLCN
- Do exclusions represent our subconscious bias?
- Developmental Verbal Dyspraxia
- Issue 18, Page 8-9: The Link CPD - SLCN professional development in schools
- Issue 18, Page 6-7: Communicating through technology
- Issue 18, Page 4-5: Ask a Therapist - Restarting Speech and Language Work after Covid Disruption
- Issue 18, Page 12: From one TA to another - How’s it going with your new class?
- Looking forward to settling in
- Teach children to be successful communicators - staying safe
- Embedding Sensory Strategies into Daily Life
- ADHD and Me
- Working with Voice – Part 2: Supporting Our Voice
- Working with Voice – Part 1: Supporting Children’s Voice
- What do we mean by speech and language?
- Issue 17, Page 8: From one TA to another – From parent to TA
- Issue 17, Page 6-7: The benefits of neurodiversity
- Issue 17, Page 4-5: Developmental Verbal Dyspraxia
- Issue 17, Page 3: Ask a Therapist
- Issue 17, Page 16: How can oral health affect speech, language and hearing?
- Issue 17, Page 14-15: “The shoeness of a shoe”
- Issue 17, Page 12: ADHD and transition
- Issue 17, Page 10-11: DCD - Developmental Coordination Disorder
- Top Tips for Book Sharing with the Early Years
- Managing Difficult Conversations with Parents – Part 1: Putting your best foot forward
- Managing Difficult Conversations with Parents – Part 2: Navigating the conversation and working together
- DLD And Me: Supporting children and young people with Developmental Language Disorder
- Building resilience to support wellbeing at work
- What does body awareness have to do with language processing?
- Issue 16, Page 8: Develop Listening Skills in School
- Issue 16, Page 6-7: There’s more to handwriting than pencil grasp!
- Issue 16, Page 4-5: Understanding Pathological Demand Avoidance (PDA)
- Issue 16, Page 3: Review: Which Apps support Speech and Language Development?
- Issue 16, Page 14-15: Ask a Therapist: DLD and me and the family
- Issue 16, Page 13: From One TA to Another: Active Listening
- Issue 16, Page 10-11: DLD and me: Supporting children and young people with Developmental Language Disorder
- Does screen time affect children’s language skills?
- Issue 13, Page 6: What is ResearchSEND?
- 100,000 Pupils a year leaving school without basic qualifications
- Dyslexia and Stammering - Enemy or Advantage?
- How does DLD fit in with Language Link and where has ‘language delay’ gone?
- T’ai Chi - Helping primary school children to combat exam stress
- Q&A with Kim Griffin, OT
- Does SLCN really decrease with age?
- Ross Kemp – Living with Knife Crime
- Issue 15, Page 8-9: Developing social skills in schools
- Issue 15, Page 4-5: DLD AWARENESS DAY
- Issue 15, Page 3: What does Body Awareness have to do with Language Processing?
- Issue 15, Page 14: Ask a Therapist: 5 ways to get the best out of your SLT time
- Issue 15, Page 12-13: Building blocks for communication; using Lego® for Purposeful Play
- Issue 15, Page 11: INTRODUCING The Link Facebook Group
- Issue 15, Page 10: From One TA to Another: TA to Teacher to TA
- Q&A with David Crystal
- Spotlight on Autism around the world: Oasis School in Pakistan
- Postcode Lottery of Speech and Language Therapy
- Issue 14, Page 8-9: Effective Intervention Spaces
- Issue 14, Page 6: Spotlight on autism around the world: Oasis School in Pakistan
- Issue 14, Page 4-5: The playful story of English grammar
- Issue 14, Page 3: NAPLIC 2019
- Issue 14, Page 12-13: Exploring language with your senses
- Issue 14, Page 11: Ask a Therapist
- I think a child in my class may be dyslexic - what do I do next? An interview with Rachael McMullen, Education Manager of British Dyslexia Association
- Deciphering the language of maths
- What is Auditory Processing Disorder? How may it affect learning?
- Narrowing the WORD Gap
- Support language, support dyslexia
- Issue 13, Page 14: Ask a Therapist
- Issue 13, Page 10: From One TA to Another: Introducing a Buddy Bench to your School
- Issue 13, Page 4-5: Dyslexia And Speech And Language Difficulties – Is There A Connection?
- Issue 13, Page 3: Raising Awareness of DLD
- Speech and language while you shop?
- “For the best return on your money, pour your purse into your head.” - Benjamin Franklin
- 7 Things to Learn from Social Thinking®
- What’s all the fuss about Lego® Therapy?
- How can we support bereaved children with SLCN?
- Issue 12, Page 8-9: 5 Ways to support active engagement in your classroom… ‘Getting children addicted to learning!’
- Issue 12, Page 11: Ask a Therapist
- Issue 12, Page 6: From One TA to Another: When the Worst Happens - A Case Study
- Issue 12, Page 4-5: Speech & Language Tips For Working With Children With A Cleft
- Issue 12, Page 3: Selective Mutism vs. Reluctant Talker
- Autism and me
- Behaviour problem? Or is it a language issue?
- November is National Epilepsy Awareness Month
- Closing the Attainment Gap
- Are You Talking About Who I’m Talking About?
- Developmental Language Disorder - The Voice of the Children and Young People
- Language and Communication in the revised Early Learning Goals
- National Teaching Assistant Day Friday 14th September
- Building a Solid Foundation for Literacy
- Are EAL Descriptors useful for our bilingual children?
- The impact of ‘Fake News’ on children with SLCN
- Working on Speech Sounds - A Case Study
- Issue 14, Page 10: From One TA to Another: "I DON’T GET IT!"
- Issue 11, Page 9: SLCN Glossary: Standard Scores and Percentiles – What are they?
- Issue 11, Page 12: Ask a Therapist
- Issue 11, Page 10-11: Supporting Children With Cerebral Palsy to flourish in the classroom and beyond
- Issue 11, Page 6: From One TA to Another - Top Tips for Successful Intervention Groups
- Issue 11, Page 4: Bercow: 10 Years On
- Issue 11, Page 3: A Day in the Life of a SaLT - School Stories: Understanding Questions
- Bercow 10 Years On – Part 2
- How to use Task Management Boards
- Top Tips for teaching Science to children with SLCN
- Stammering: by Cherry Hughes of the British Stammering Association
- Celebrating the contribution of women to the SLCN field
- The Bercow Review: Part 1
- Issue 13, Page 12-13: Case Notes
- Issue 13, Page 8-9: What is Auditory Processing Disorder? How may it affect learning?
- How Schoolwell can help wellbeing in your school
- Issue 10, Page 14: From One TA to Another: Supporting Staff Wellbeing
- Issue 10, Page 12-13: Stammering & Education
- Issue 10, Page 11: SLCN Glossary: Are you talking about who I’m talking about?
- Issue 10, Page 15: School News
- Issue 10, Page 6: Budget Ideas & Offers: Use your underspend for SLCN
- Issue 10, Page 4-5: SLCN and Social Mobility: Derby City’s Early Years Strategy to Support Children with SLCN
- Issue 10, Page 3: A Day in the Life of an SLT - School Stories: Social Skills
- The New Social Mobility Action Plan
- Building Vocabulary: an SLT case study
- Top 5 Tips for Teamwork
- Supporting a Child who Stammers
- Issue 9, Page 11: From One TA to Another – Tips of the Trade
- Issue 9, Page 6: Making Literacy Fun for the Child with SLCN
- Issue 9, Page 4-5: Supporting a child who stammers
- Issue 9, Page 3: SLCN Glossary
- Issue 9, Page 14: School News
- Issue 9, Page 12-13: Guarding the mental and emotional health of children with SLCN
- Top Transition Words to Teach Your Children Going into KS3
- An interview with Katherine Buckeridge on Acquired Brain Injury (ABI)
- Issue 8, Page 3: Language Link within the Scarborough Pledge Initiative
- Issue 8, Page 15: Meet the team & Free Resource
- Issue 8, Page 14: School News – Language Link in the Classroom – A Review from Nine Acres Primary School, Isle of Wight
- Issue 8, Page 12: Childhood Acquired Brain Injury
- Issue 8, Page 6: SLCN Glossary
- Issue 8, Page 11: From One TA to Another – Tips of the Trade
- Learning to read and reading to learn: an interview with author Cathy Farr
- Issue 8, Page 4-5: Struggling to Access Speech & Language Therapy Services? Keep Calm – there’s more than one way!
- Issue 7, Page 6: SLCN Glossary
- Issue 7, Page 4-5: Teaching Vocabulary – getting started
- Issue 7, Page 3: Spotlight on Language Link – Junior Language Link
- Issue 7, Page 11: Time to Dust off your PC and Embrace Online Learning
- Issue 7, Page 14-15: No Decision about Me, without Me: increasing participation in the classroom for pupils with SLCN
- Issue 7, Page 12-13: “If Speaking is Silver, Then Listening is Gold.” (Turkish Proverb)
- Issue 6, Page 14-15: Glue Ear
- Issue 6, Page 12: Keep your Voice in Tip Top Shape
- Issue 6, Page 6: SLCN Glossary
- Issue 6, Page 4: Shyness or Selective Mutism?
- Issue 6, Page 3: New Term, New Teacher
- Issue 5, Page 14-15: Developing Discussion
- Issue 5, Page 6: SLCN Glossary
- Issue 5, Page 11: Working with Language Groups
- Issue 5, Page 4-5: Memory Magic
- Issue 4, Page 15: SLCN Glossary
- Issue 4, Page 14: Don’t forget the importance of motor skills for speech and language development
- Issue 4, Page 10-11: Spotlight on Verbal Dyspraxia
- Issue 4, Page 9: SLCN Update
- Issue 4, Page 8: Education Update
- Issue 4, Page 6-7: Narrowing the gap
- Issue 4, Page 5: Book Review
- Issue 4, Page 4: Effective TA Support for SLCN in the Classroom
- Issue 4, Page 2-3: Supporting the Support Staff
- Issue 4: Speech Link
- Issue 3, Page 10-11: Speak Up
- Issue 3, Page 8-9: How EAL friendly is your school?
- Issue 3, Page 6-7: Language Link: Supporting language in the classroom
- Issue 3, Page 4-5: Talking for different purposes
- Issue 2, Page 8-9: Teacher Talk
- Issue 2, Page 6: How Communication Friendly is your classroom?
- Issue 2, Page 4-5: Case Notes: Speech and Language Development
- Issue 2, Page 10-11: Listen Hear: Engaging parents and pupils
- Issue 1, Page 10-11: What’s it all about? Making inferences in Key Stage 2
- Issue 1, Page 8-9: EAL Pupils – Second Language Development
- Issue 1, Page 6-7: Before Phonics – Phonological processing: a prerequisite to literacy
- Issue 1, Page 4-5: Words, Words, Words – Teaching the skills for vocabulary
- Issue 1, Page 3: Visual Support