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Department of Education LANGUAGE LINK: An online screen of receptive language for children on arrival at school – A comparison of United Kingdom data against.

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Presentation on theme: "Department of Education LANGUAGE LINK: An online screen of receptive language for children on arrival at school – A comparison of United Kingdom data against."— Presentation transcript:

1 Department of Education LANGUAGE LINK: An online screen of receptive language for children on arrival at school – A comparison of United Kingdom data against data from one Australian state Danielle Le Rossignol and Alison Henty (Dept. of Education, TASMANIA) Julia Ritchie and Pete Mc Leod (Language Link, UK)

2 Department of Education Introduction/Disclaimer This research was initiated in response to Kinder screen data from Learning Services (North) which identified high percentages of children requiring follow-up assessment by SLPs This research reflects only one area of a range that are being investigated by, and tracked through, assessments by the Tasmanian Department of Education (DoE) Conclusions are drawn without reference to other banks of data being collected by the Dept. of Education

3 Department of Education Background The Department of Education, Tasmania is divided into four learning services based on geographical factors: a.Learning Services – North [LS (N)] b.Learning Services – North West c.Learning Services – South d.Learning Services – South East

4 Department of Education Background

5 Department of Education Background LS (North) covers the northern part of Tasmania – 63 area code Approximately 16,900 students in Kinder to Grade 10 (44 Primary/District High) Language Link has been used with 16 schools within Learning Services (North) [LS (N)] over the past two years

6 Department of Education Background Communication skills of all Kindergarten children within LS (North) have been screened over the past two years (approximately 1200 students per year) Kinder students are enrolled in DOE schools Approximately 50% of these children have been identified as requiring follow-up assessment by speech-language pathology (18.2% for language)

7 Department of Education Background Language Link was therefore seen as a useful adjunct to Kinder screening in supporting teachers/schools with early identification of those students needing referral and/or support for receptive language difficulties

8 Department of Education Language Link Data – LS (North) 16 schools and a total of 662 students (347 boys and 323 girls) (ESL students removed from the data due to small numbers) Schools represent a mix of socioeconomic groups (ENI) (12 = low need, 108 = high need) a.Tasmanian Mean b.LS (North) Mean c.Sample Mean 52.76

9 Department of Education Language Link Data – LS (North) 85% of these children were identified as falling into the age appropriate group 9.6% support needed group 5.4% discuss with SLT/refer to SLP group

10 Department of Education Language Link Data – LS (North)

11 Department of Education Language Link Data – LS (North)

12 Department of Education Language Link Data – UK students (5479 boys and 5408 girls) Schools represent a mix of socioeconomic groups 89.2% age appropriate group 7.7% support needed group 3.1% discuss with SLT/refer to SLP group

13 Department of Education Language Link – UK Data

14 Department of Education Language Link – UK Data

15 Department of Education LS (North) - Boys

16 Department of Education LS (North) - Boys

17 Department of Education Language Link – UK Data (Boys)

18 Department of Education Language Link – UK Data (Boys)

19 Department of Education LS (North) - Girls

20 Department of Education LS (North) - Girls

21 Department of Education Language Link – UK Data (Girls)

22 Department of Education Language Link – UK Data (Girls)

23 Department of Education Discussion Similar patterns of difficulty across LS (North) and UK data General pattern – LS (North) students performed better on earlier sections and UK children performed better on the later sections

24 Department of Education Discussion LS (North): three main areas of difficulty (not necessarily statistically significant) a.Cause-Effect b.Basic Concepts c.Pronouns

25 Department of Education Discussion Implications for academic development and literacy attainment Consideration of receptive language issues from Language Link and Kinder screen data Teacher feedback and KDC

26 Department of Education Discussion Test/Re-test Issues Teacher Training Spread of SLP Kinder screen results

27 Department of Education Summary Incidence of receptive language difficulties as measured by Language Link within LS (North) is similar to that identified from UK data Three main areas of difficulty for LS (North) data: basic concepts, cause-effect and pronouns

28 Department of Education Summary Follow–up retest data for students who do not pass Language Link at start of Kinder Comparisons with ESL data not possible for LS (North) due to small numbers (8 out of 670 students)

29 Department of Education Next Steps Continue to compare Language Link data with Kinder screen data Monitor students in Prep for literacy issues Seeking funding for Language Link as a universal screening tool for all students within Learning Services (North)

30 Department of Education Contacts Danielle Le Rossignol Alison Henty Julia Ritchie

31 Department of Education Bibliography Bercow, J. (2008). The Bercow Report: A review of services for young children and young people (0-19) with speech, language and communication needs. Nottingham: DCSF Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (1998) Screening for speech and language delay: A systematic review of the literature. Health and Technology Assessment, 2, Law, J., Garrett, Z., & Nye,C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder. Journal of Speech, Language and Hearing Research, 47, Ritchie, J., Patterson, D., & Mc Leod, P. (2008). Language Link Trainers Manual: Issue 5 (online): Speech Link: Multimedia Limited United Kingdom Webb, G. (2003). A sharing profession. Australian Communication Quarterly, 5(2),76-78.


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