1. Contact details: Marie Newton Speech and language therapist marienewton@nhs.net Zoë Mylchreest Specialist teacher zoe.mylchreest@brighton-hove.gcsx.gov.uk

2. Educational achievement Behaviour/vulnerability Mental health Employability Criminality Disadvantage Cycle Vocabulary at 5 is a powerful predictor of GCSE achievement 2/3 of 7-14 year olds with serious behaviour problems have language impairment 40% of 7 to 14 year olds referred to child psychiatric services had a language impairment that had never been identified 65% of employers say they can’t recruit staff with the communication skills they need 47% of young people in young offender institutions have communication difficulties Children from low income families lag behind high income counterparts by sixteen months in vocabulary at school entry Impact

3. Activity - Input/Output Model based on Stackhouse & Wells Order these skills on the model: Attention – Am I showing good skills to be a good learner? Discrimination – Did I hear ‘cat’ or ‘cap’? Memory – Can I remember the words that I’ve heard? Sequencing – How do I process this information? Hearing – Can I hear OK? Sentence Planning – Can I put the words in the right order? Word Retrieval – Do I know the words to answer the question? Articulation – Can I say the word and be understood? Motor Planning – What sounds / syllables do I need to say?

4. Sequence of skills Receptive Expressive

5. Sequence of skills Receptive Sequencing Memory Discrimination Attention Hearing Expressive Word retrieval Sentence planning Motor planning Articulation

6. Aspects of speech language Speech Auditory Memory Attention and listening Social Skills Expressive grammar and sentences Under- standing spoken languag e Use of language ASloan 2012

7. How many words do pupils know? A Year 7 pupil is expected to know 20,000 words. By the end of Year 11 a pupil is expected to know 40,000 words Secondary pupils between 12-17 years are exposed to 10,000 new words from school textbooks alone (Clarke, 2003) Secondary pupils learn approximately 7 to 10 words a day Pupils with SLI need to be exposed to a word 10 times to be able to retain it

8. Literacy across the Curriculum’ initiative, (‘literacy’ defined as reading, writing and communication) ‘Literacy, or language for learning, needs to be seen as an integral element of all good teaching. The issue for all teachers is, therefore,‘How can I use language for learning effectively to improve achievement in my subject?’ Improving Literacy in Secondary Schools’ report. Ofsted 2013

9. 3 TIERS Beck and McKeown (1985) conflagration inferno blaze fiery fire flame

10. Measuring Outcomes Self assessment Rating scale I don’t know this word at all I have heard or read the word before without knowing what it means I know some aspects of its meaning (partial knowledge) but I can’t use it. I can give a definition, explain it and use it

11. STAR approach Select Teach Activate Review

12. E ncoding How information gets into the memory. S torage How it is stored there. R etrieval How we get information out.

13. Activity: Memory Test Listen to the list of 15 words Now write down the words you can remember in any order.

14. Serial Position Effect

15. Ebbinghaus’ Forgetting Curve

16. References General SLCN: www.thecommunicationtrust.org.uk www.afasicengland.org.uk www.talkingpoint.org.uk http://www.slc.cambridgeshire.nhs.uk/ Vocabulary specific: http://www.superduperinc.com/handouts/pdf/182_VocabularyTiers.pdf http://www.georgialiteracy.org/Detail/92/vobid--460/

17. Resources https://elklantraining.worldsecuresystems.com/resources/language-builders-series/secondary-language-builders www.amazon.co.uk