A Generation Adrift - The Communication Trust

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References 1 Clegg, J. (2004) Language and Behaviour: an exploratory study of pupils in an exclusion unit. Proceedings of the British Psychological Society Developmental Section Annual Conference, Leeds, September. 2 Bryan, K., Freer, J., and Furlong, C. (2007) Language and communication difficulties in juvenile offenders. International Journal of Language & Communication Disorders, Vol. 42, No. 5, Pages 505-520). 3 Davies, K. et al (2004) An Evaluation of the Literacy Demands of General Offending Behaviour Programmes. Home Office Findings 233. 4 Mercer, N. and Littleton, K. (2007) Dialogue and the Development of Children’s Thinking. London: Routledge. 5 Roulstone, S., Wren, Y., Bakopoulou, I. and Lindsay, G. (2012) Exploring interventions for children and young people with speech, language and communication needs: A study of practice. Better Communication Research Programme, Department for Education. 6 Dockrell, J., Bakopoulou, I., Law J., Spencer, S. and Lindsay, G. (2012) Developing a communication supporting classrooms observation tool. Better Communication Research Programme, Department for Education. 7 Bercow, J. (2008) The Bercow Report: A Review of Services for Children and Young People (0–19) with Speech, Language and Communication Needs, Department for Education. 8 Tickell, C. (2011) The Early Years: Foundations for life, health and learning. An Independent Report on the Early Years Foundation Stage to Her Majesty’s Government. 9 Nutbrown, C. (2012) Foundations for quality - The independent review of early education and childcare qualifications. 10 Allen, G. (2011) Early intervention: the next steps – An Independent Report to Her Majesty’s Government. 11 Field, F. (2010) The foundation years: preventing poor children becoming poor adults. The report of the Independent Review on Poverty and Life Chances. 12 The Communication Trust (2012) Goodbye, Hello http://www.thecommunicationtrust.org. uk/media/27944/helloevaluationreport_-_ final.pdf 13 ibid 14 Ruben R. J., Redefining the survival of the fittest: Communication Disorders in the 21st Century, 2000. 15 Ofsted (2012) The report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills: Schools. 16 Locke, E., Ginsborg, J., and Peers, I. (2002) Development and Disadvantage: implications for early years. International Journal of Language & Communication Disorders. 27 (1). P.3 -15. 17 Waldfogel, J. and Washbrook, E. (2010) Low income and early cognitive development in the 28 A Generation Adrift U.K. London: Sutton Trust. 18 Gregory, S. (2012) Investing in their future: how do we ensure our children get the good quality early years provision they need if they and the country are to succeed in the future? Ofsted Early Years Annual Lecture. 19 CBI (2012) First Steps: A new approach for our schools CBI. http://www.cbi.org.uk/campaigns/ education-campaign-ambition-for-all/newapproach-for-schools-infographic 20 Specific language impairment (SLI) is a developmental disorder where language difficulties are out of line with a child’s other abilities and with no obvious cause or impairment. 21 Goswami, U., and Bryant, P. (2007) Children’s Cognitive Development and Learning (Primary Review Research Survey 2/1a) Cambridge: University of Cambridge Faculty of Education and literacy. 22 Eastman, A. (2011) No excuses: A review of educational exclusion. Centre for Social Justice. 23 Snowling, M. J., Hulme, C., Bailey, A. M., Stothard, S. and Lindsay, G. (2011) Language and Literacy Attainment of Pupils during Early Years and through KS2: Does teacher assessment at five provide a valid measure of children’s current and future educational attainments? Better Communication Research Programme. Department for Education. 24 Gross, J. (2011) The contribution of oral language skills to school improvement and outcomes for children and young people. Office of the Communication Champion. 25 Snowling, M., and Stackhouse, J. (2006) Dyslexia, Speech and Language: A Practitioners Handbook. Dyslexia Series. Chichister: Whurr Publishers Ltd. 26 Hartshorne, M. (2006) Speech, Language and Communication Needs and Literacy Difficulties. I CAN Talk Series, Issue 1. 27 Hirsch (1996) The Effects of Weaknesses in Oral Language on Reading Comprehension Growth. cited in Torgesen, J. (2004) Current issues in assessment and intervention for younger and older students. Paper presented at NASP Workshop. 28 Snow, C. E. (1999) Why the home is so important in learning to read. Paper presented at the George Graham Lecture in Reading, Charlottesville, VA. 29 Feinstein, L., and Duckworth, K. (2006) Development in the early years: Its importance for school performance and adult outcomes (20) London: Centre for Research on the Wider Benefits of Learning. 30 Dockrell, J., Ricketts, J., Palikara, O., Charman, T., and Lindsay, G., (2012) Profiles of need and provision for children with language impairments and autism spectrum disorders in mainstream schools: A prospective study. Better Communication Research Programme. 31 Better Communication Research Programme. 32 ibid 33 Howe, C. and Mercer, N. (2007) Children’s Social Development, Peer Interaction and Classroom Learning. Primary Review Research Survey 2/1b. Cambridge: University of Cambridge Faculty of Education. 34 Durkin, K. (1995) Developmental Social Psychology. Oxford: Blackwell. 35 St Clair, M., Pickles, A., Durkin, K., and Conti- Ramsden, G. (2011) A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of Communication Disorders. 44 (2). p. 186–199. 36 Vallotton, C., and Ayoub, C. (2011) Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly. 26 (2). p. 169–181. 37 Clegg, J. (2004) Language and behaviour: an explanatory study of pupils in an exclusion unit. British Psychological Society Development Section Annual Conference, Leeds. 38 Arnold, D. H., Kupersmidt, J. B., Voegler-Lee, M. E., and Marshall, N. A. (2012) The association between preschool children’s social functioning and their emergent academic skills. Early Childhood Research Quarterly. 27 (3). p. 376–386. 39 Strand and Lindsay (2012) 40 Meschi, E., Micklewright J., Vignoles, A and Lindsay, G. (2012) The transitions between categories of special educational needs of pupils with Speech, Language and Communication Needs (SLCN) and Autism Spectrum Disorder (ASD) as they progress through the education system. Better Communication Research Programme. 41 Better Communication Research Programme. 42 Klee, T. (2007) Screening 3-year-olds for language delay using selected parent-report measures: the jury is still out., Evidence- Based Communication Assessment and Intervention. 1(2). p. 58-59. 43 Laing, G. J., Law, J., Levin, A., and Logan, S. (2002) Evaluation of a structured test and a parent led method for screening for speech and language problems: Prospective population based study. British Medical Journal. p. 325 (1152). 44 Lee, W. (2013) Talk of the Town evaluation report. The Communication Trust. 45 Dockrell, J., Ricketts, J., Palikara, O., Charman, T., and Lindsay, G. (2012) See endnote 30 for the full reference. 46 Conti-Ramsden, G., Simkin, Z., and Botting, N. (2006) The prevalence of autistic spectrum disorders in adolescents with a history of specific language impairment. Journal of Child Psychology and Psychiatry. 47 (6). 47 Ofsted, (2010) A statement is not enough - The special educational needs and disability review. 48 McLaughlin, M. J., Dyson, A., Nagle, K., Thurlow, M., Rouse, M., Hardman, M., Norwich, B., Burke. P. J., and Perlin, M. (2006) Crosscultural perspectives on the classification of
children with disabilities: Part II Implementing classification systems in schools. Journal of Special Education. 40 (1). P. 46-58. 49 Dockrell, J., Ricketts, J., Palikara, O., Charman, T., and Lindsay, G. (2012) See endnote 30 for the full reference. 50 Bercow, J. (2008) See endnote 7 for the full reference. 51 Ofsted Annual report 2009/2010 52 Goswami, U., and Bryant, P. (2007) See endnote 21 for the full reference. 53 Mercer, N. and Littleton, K. (2007) See endnote 4 for the full reference. 54 Ofsted (2009) English at the Crossroads: An Evaluation of English in primary and secondary schools 2005/8. 55 Eastman, A. (2011) See endnote 22 for the full reference. 56 https://www.education.gov.uk/publications/ eOrderingDownload/teachers%20standards. pdf 57 The Framework for the National Curriculum - A report by the Expert Panel for the National Curriculum review (2011) https://www. education.gov.uk/publications/standard/ publicationDetail/Page1/DFE-00135-2011 58 Ofsted, (2012) The framework for school inspection http://www.ofsted.gov.uk/ resources/framework-for-school-inspection 59 Roulstone, S., and Lindsay, G. (2010) The perspectives of children and young people who have speech, language and communication needs, and their parents. Department for Education 60 YouGov/The Communication Trust survey, June 2007. 61 Ofsted (2009) See endnote 54 for the full reference. 62 The Bullock Report (1975) A language for life. Report of the Committee of Enquiry appointed by the Secretary of State for Education and Science under the Chairmanship of Sir Alan Bullock FBA http://www.educationengland. org.uk/documents/bullock/bullock01.html 63 Sage, R. (2005) Communicating with students who have learning and behaviour difficulties: A continuing professional development programme. Emotional and Behavioural Difficulties. 10 (4) cited in I CAN Talk secondary paper. 64 National Literacy Trust, 2011 65 Baumwell, Tamis-LeMonda & Bornstein, 1997; Hoff, 2003; Landry, Miller-Loncar, Smith & Swank, 1997 66 Girolametto & Weitzman, 2002 67 Ofsted (2012) From training to teaching early language and literacy: The effectiveness of training to teach language and literacy in primary schools. 68 RCSLT survey 2013. 69 Gross, J. (2011) Two Years On: final report of the Communication Champion for children. Office of the Communication Champion. 70 Gross, J. (2011) See endnote 24 for the full reference. 71 Stackhouse J., and Wright J. A. (2011) Introduction: Children’s Language and Communication Needs: Evaluating Intervention and Service Provision in Schools. Child Language Teaching and Learning. 27 (2). 72 ibid. 73 Ofsted (2010) See endnote 70 for the full reference. 74 Department for Education (2011) The Framework for the National Curriculum. A report by the Expert Panel for the National Curriculum review. London: Department for Education. 75 Ayre, A., and Roulstone, S. (2009) Transition to secondary school: supporting pupils with speech, language and communication needs. Report to The Communication Trust. 76 Stackhouse J., Wright J. A. (2011) See endnote 71 for the full reference. 78 Lindsay, G., Wren, Y., Bakapoulou, I., Goodlad, S., and Roulstone, S. (2012) Interventions for Children with Speech, Language And Communication Needs (SLCN) in England: A Survey Of Speech And Language Therapists. Better Communication Research Programme: 2nd interim report. Department for Education. 79 The Communication Trust’s Consortium Catalogue, www.thecommunicationtrust.org. uk/consortiumcatalogue. 80 Dockrell, J. E., Bakopoulou, I., Law, J., Spencer, S., and Lindsay, G. (2012) Developing a communication supporting classrooms observation tool. London: Department for Education. 81 This view has been proposed historically by many, from The Bullock Report (1975) through to the most recent National Curriculum Expert Group. 82 Department for Education (2011) See endnote 74 for the full reference. 83 Locke, E., Ginsborg, J., and Peers, I. (2002) Development and Disadvantage: implications for early years. International Journal of Language & Communication Disorders. 27 (1). P.3 -15. 84 Qualifications and Curriculum Authority (2008) Curriculum Evidence Probe 2 Report Dialogue and Curriculum Development. 85 Howe, C. and Mercer, N. (2007) See endnote 33 for the full reference. 86 (Girolametto, Hoaken, Weitzman, & van Leishout, 2000) 87 Dockrell, J. E., Bakopoulou, I., Law, J., Spencer, S., and Lindsay, G. (2012) See endnote 80 for the full reference. 88 Dockrell, J. E., Bakopoulou, I., Law, J., Spencer, S., and Lindsay, G. (2012) See endnote 80 for the full reference. 89 Xue, Y., and Meisels, S. J. (2004) Early literacy instruction and learning in kindergarten. American Educational Research Journal. 41 (1). p. 191-229. 90 Winters, R. (2004) Vocabulary anchors: Building conceptual connections with young readers. Reading instruction: Putting the National Reading Pane Report into Practice. 130. 91 Dockrell, J. E., Bakopoulou, I., Law, J., Spencer, S., and Lindsay, G. (2012) See endnote 78 for the full reference. 92 Howe, C. and Mercer, N. (2007) See endnote 33 for the full reference. 93 Qualifications and Curriculum Authority (2008) See endnote 84 for the full reference. 94 Better Communication Research Programme. 95 Hutchinson J., and Clegg J. (2011) Education practitioner-led intervention to facilitate language learning in young children: An effectiveness study. Child Language Teaching and Learning. 27 (2). p. 151 – 164. 96 Lee. W, (2011) Universally Speaking series. The Communication Trust 97 Lee, W. (2013) Talk of the Town evaluation report. The Communication Trust 98 Lee, W. (2013) Talk of the Town evaluation report. The Communication Trust 99 www.thecommunicationtrust.org.uk/ whatworks 100 Dockrell, J., Ricketts, J., Palikara, O., Charman, T., and Lindsay, G. (2012) See endnote 30 for the full reference. 101 www.thecommunicationtrust.org.uk 102 McLaughlin, M.J., Dyson, A., Nagle, K., Thurlow, M., Rouse, M., Hardman, M., Norwich, B., Burke. P.J., and Perlin, M. (2006) Crosscultural perspectives on the classification of children with disabilities: Part II Implementing classification systems in schools. Journal of Special Education. 40 (1), p. 46-58. 103 Dockrell, J., Ricketts, J., Palikara, O., Charman, T., and Lindsay, G., (2012) See endnote 30 for the full reference. 104 Lee, W. (2012) Speech, language and communication progression tools. The Communication Trust 105 Gascoigne, M. (2006) Supporting Children with Speech, Language and Communication needs within integrated children’s services. RCSLT Position Paper. London: RCSLT. 106 Stackhouse J., Wright J. A. (2011) See endnote 71 for the full reference. 107 Hart, B., and Risley, T. (2003) The early catastrophe: The 30 million word gap by 3. American Educator. 27 (1). p. 4-9. 108 Blanden, J. (2006) ‘Bucking the trend’: what enables those who are disadvantaged in childhood to succeed later in life? Department for Work and Pensions. 109 OECD (2011) What can parents do to help their children succeed in school? PISA IN FOCUS OECD. 110 Lindsay, G., Wren, Y., Bakapoulou, I., Goodlad, S., and Roulstone, S. (2012) See endnote 78 for the full reference. 111 Roulstone, S., Coad, J., Hambly, H., and Ayre, A., (2010) Preferred outcomes. Better Communication Research Group: 1st Interim Report. Department for Education. 112 Roulstone, S., and Lindsay, G. (2010) see endnote 59 for full reference. 113 Lee, W. (2009) What do children and young people think about speech, language and communication skills? The Communication Trust. 114 Roulstone, S., and Lindsay, G. (2010) See endnote 59 for the full reference. 115 Visit The Communication Trust Policy Pages at www.thecommunicationtrust.org.uk/policy 116 Sign up to The Communication Trust newsletter at our website www. thecommunicationtrust.org.uk A Generation Adrift 29
Page 1: A Generation Adrift The case for sp
Page 5 and 6: Introduction Communication is at th
Page 8 and 9: 8 A Generation Adrift
Page 10 and 11: So, what’s the problem? ‘Commun
Page 12 and 13: Falling behind matters Language has
Page 14 and 15: Missed, misinterpreted, misundersto
Page 16 and 17: What’s going wrong? ‘…there i
Page 18: What’s needed? ‘Schools which
Page 21 and 22: Language in the curriculum Experts
Page 23 and 24: Case study Evidenced interventions
Page 25 and 26: Specialist support services Speech
Page 27: D The Communication Commitment We w
Page 31 and 32: The Communication Trust is a coalit

A Generation Adrift - The Communication Trust

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