Issue 31, Pages 8-9: Can vocabulary teaching support both comprehension and phonics?
Vocabulary teaching is important Large numbers of pupils have been identified with low levels of vocabulary (1), linked to factors such as low income, Developmental Language...
Read moreIssue 31, Pages 6-7: Sharing books, supporting SLCN
One question that therapists are asked frequently is what books are best for supporting children’s development, both typically developing and those with speech, language and...
Read moreIssue 30, Pages 16-17: Supporting your TA
The language of speech, language and communication needs (SLCN) or communication and interaction needs (both forms of label are in common use) is complex. These...
Read moreIssue 30, Page 14: Ask a therapist
Q: I’m feeling judged by a family who say they know more than me about speech and language. What should I do? A: We have all...
Read moreIssue 30, Pages 12-13: Getting SLCN support right
There is currently a focus on the speech and language skills of children starting school. This is a good thing; these skills are essential for...
Read moreIssue 30, Pages 10-11: The role of reflex actions in children’s behaviour
Have you heard of your autonomic nervous system (ANS)? No? Don’t worry, I hadn’t until a couple of years ago. Basically, it’s part of our...
Read moreIssue 30, Pages 8-9: EAL and multilingualism versus SLCN – how to support learners differently
Language difficulties are common in pupils who are learning English as an additional language (EAL learners), and those with speech, language and communication needs (SLCN)....
Read moreIssue 30, Page 7: Speech & Language Link – a valuable resource
When I became SENCo in 2004, speech and language therapists (SaLT) were still able to attend School Action Plus reviews and meet with schools three...
Read moreIssue 30, Page 4-5: How signing can support spoken language
What is signing? Signing is a way to support an individual with SLCN. It is a no-tech alternative and augmentative communication (AAC) approach widely used with...
Read moreIssue 29, Pages 14-15: The power of rhythmic awareness for language and literacy learning
Research indicates that the ability to coordinate and time our movements impacts upon awareness and rapid naming in school-age children children’s ability to learn language,...
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