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Speech and Language in the Classroom

The Blog

Friday, 21 October 2016

Soundswell Speech and Language Therapy: Language Link as part of a whole-school approach for SLCN support

Soundswell Speech and Language Solutions

Approximate reading time: 2 mins.

At Timberley Academy we have been using Language Link as part of our whole-school approach to supporting pupils with SLCN for several years.

In KS1 all reception pupils are screened and intervention packages set up: rescreens take place at 6 monthly intervals.

In KS2 screening takes place for SEN pupils, children who are new to the school and those where staff have concerns.

Kyle joined year 3 in the third week of September 2014, with no accompanying information from his previous school, he was clearly distressed by the suddenness of his arrival.

Observations indicated that he didn’t always understand instructions and struggled to use grammatically correct sentences in speech and writing. Screening took place in early October resulting in a standard score of 72, (percentile 3). This indicated a moderate to severe delay in understanding spoken language.

The support plan highlighted the following areas:


- Concepts
- Negatives
- Verb tenses

Support for Kyle had a three tier approach:-

1. Weekly 1:1 with the school Speech and Language Therapist (verb tenses focus) allowing the SLT to monitor Kyle’s response to intervention whilst simultaneously targeting one of the problem areas.

2. Using the ‘groups’ facility on Language Link: twice weekly small group work delivered by SLT TA Karen (concept development focus).  The materials provided were supplemented with ideas and materials to capture the particular interests of the children involved.

3. On-going class-based support from Y3 staff.   


All Timberley staff receive training in universal strategies to support SLCN in the classroom. Language Link screening allowed staff to tailor the support to meet Kyle’s specific needs. However, following whole cohort screening, it became apparent that concept development posed a problem for a number of children. Staff were able to deploy a range of strategies which supported every pupil.

Following rescreen in the Spring Term, Kyle's standard score had increased to 84 (percentile 15) indicating a moderate difficulty in understanding spoken language. Class-work was judged to be only just below age-related expectations, with a significant increase in confidence to communicate with both peers and teaching staff.


At rescreen, Kyle’s problem areas were:

·         Association
·         Complex sentences

The Speech and Language Team reduced the support that Kyle received. Typically, Timberley pupils scoring in the ‘blue’ range do not receive specialist intervention from the therapist, but do receive small group or individual support from the SLT TAs. Kyle continued to be involved in small group work to support those areas still causing him difficulties.

Kyle flourished in the small group setting.  When screened again at the beginning of year 4 his standard score was 105, (percentile 62), i.e. within the normal limits for his age.

Language Link played a crucial role in supporting the school to meet Kyle’s needs in a targeted way, until he no longer needed anything over and above the support all pupils at Timberley get through the in class strategies used every day.


Written by 

Jo Williams (www.soundswellspeech.com

& Karen Tresigne (SEN TA at Timberley Academy)

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Friday, 7 October 2016

SLCN Glossary 3, by Heather Stevens, SaLT

Approximate reading time: 2 mins, 30 secs.

Delay versus Disorder in the Context of Language Development
In a previous edition we discussed the difference between speech delay and speech disorder. In this issue we will be considering delay versus disorder in the context of language development.  Children’s language skills develop at very different rates and the children entering your Year R classes this year will show a huge variation in their ability to understand and use language. Although the rate may vary, there is specific pattern that we expect this development to follow. The rate at which children develop their language skills is affected by a number of factors. Research shows that the language of children from socially disadvantaged backgrounds develops at a slower rate than that of those from more privileged backgrounds. Birth order, gender and regional variations also have an impact.

If a child is following the normal pattern of development but at a slower rate than expected they may be described as having a language delay. If a child’s language skills do not reflect this normal developmental pattern their language may be described as having a language disorder or impairment. Because of this variation in normal language development it can be difficult to make a distinction between language delay and language disorder in children under 4.00 years.

The developmental tables on the Infant and Junior Language Link websites outline developmental stages. The ability to understand a word or concept develops before the ability to express it. It is important to note that children with receptive language impairments (impairments of understanding) have a poorer prognosis than those with predominantly expressive language impairments (spoken language impairments). It can be very difficult to work out the level at which a child is understanding through observation alone and it was for this reason that the Language Link assessment was developed. The assessment compares the development of a child’s understanding of language with that of his or her peers. Children who score between the 6th and 16th percentile may be considered to have a mild to moderate delay. The Language Link resources and programmes of work are targeted at this group of children and aim to support their development of understanding.

Children scoring below 6th percentile are said to have a moderate to severe delay. A delay of such significance often suggests a more complex language difficulty and for this reason we recommend discussing any child who scores in this range with your speech and language therapist. The Language Link assessments are not diagnostic tools and only your therapist, through detailed assessment, can diagnose a language disorder.

There is often a family history of language disorder and it usually affects vocabulary and grammar.  A child may have word finding difficulty, poor memory for new words and sentences and difficulty following instructions. Language disorder may also be associated with other neurodevelopmental disorders.

We will look at some of the other disorders that may occur with or present as language disorders as the SLCN Glossary grows.

Language Area Established Skills Emerging Skills Understanding Understands instructions with 4+ key words and complex grammatical structures Able to use a range of simple adjectives to describe objects and feelings e.g. colour, number and time words Can answer questions about stories they have heard Can understand complex grammatical structures e.g. Mia wants a drink but not blackcurrant' 'We will be going out to play after assembly is finished' Beginning to understand complex and abstract instructions. Beginning to sequence events and narrative using time words e.g. ‘first’, ‘last’ and ‘next’ Beginning to ask what words mean Starting to ask complex questions e.g. ‘Why are we going home?’ Spoken Language Asking a variety of 'wh' questions e,g. who, what, where, why Can describe events that have happened in the past e.g. ‘We goed there on holiday. We had ice-creams.’ Linking ideas into long complex sentences by using conjunctions 'but', 'because', 'so', 'if', 'then' Beginning to use language to explain and reason e.g. can explain ‘why’ something has happened Starting to retell stories in the right order Speech is easy to understand although some harder sounds and blends may still be simplified e.g. ‘r’, ‘th’, ‘sh’ and ‘y’ Beginning to use well formed sentences with complex grammar Social Greater awareness of themselves in relation to a group Enjoys make believe play Likes very simple jokes but may need them to be explained Shows interest in things related to others 'that's a nice picture Sanjay' Becoming aware of different speech styles and when to use them e.g. use one style when talking to Mum but different when talking to your teacher Beginning to choose their own friends Beginning to take on more roles within imaginative play Vocabulary Wide vocabulary continually increasing Includes abstract concepts and things beyond the child's own experience Interested in learning new words e.g. asks what words mean
       Visit The Link Online for this full downloadable table of established an emerging skills.



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