Language and literacy

Effective language skills are essential for children’s learning and access to the curriculum. The links between language and literacy are well documented, with evidence identifying a clear link between speech and language difficulties with subsequent literacy difficulties.

As many as 10% of children and young people have some level of communication disability and all children with a communication disability are at risk of having difficulty with some aspect of learning to read and write[1][2][3]. Difficulties may be compounded if children are exposed to teaching of reading and written language before their spoken language skills are developed enough to access this teaching.

The Rose report highlighted attention to speaking and listening skills within the curriculum as being important, not only for literacy, but the wider curriculum and the child’s development as a whole. The link between language and literacy is emphasised for the development of phonic skills and the development of reading comprehension [4], which is the foundation of understanding for many areas of the curriculum. Without the ability to understand and produce written language, much of the curriculum is inaccessible, as is the children’s ability to record their achievements and their learning. Based on recommendations from the Rose report, the renewed Primary Strategy for Literacy and Mathematics has recognised the importance of speaking and listening in order for children to learn. 

“Developed language and subsequent literacy skills are crucial factors in ensuring access to the whole of the curriculum, later academic success, positive self-esteem and improved life chances”.[5]

I CAN’s conference in November 2006 focused on the links between Language and Literacy. The conference was well attended with presenters and delegates sharing research initiatives, policy and collaborative practice initiatives.

This Talking Point theme gives you the opportunity to read some of what was said at the conference - a number of speakers have offered articles summarising their presentations, highlighting the importance of the links between language and literacy. 

• Here's looking at you, kid   
  Sue Palmer.
  Sue Palmer originally wrote this article in 2005, when it was published in the Times Educational Supplement. It highlights the fundamental need for children to connect with their parents to communicate and grow. She talks about the “triangle of interrelatedness” and its importance for attachment, interaction and communication. There is then a discussion of the impact our modern lives has on this process. Sue is author of Toxic Childhood: how modern life is damaging children…and what we can do about it . Sue Palmer (Orion, 2006)
  
• The Role of Speech Discrimination in the Development of Literacy Skills   
  Maggie Vance, Department of Human Communication Sciences, University of Sheffield.
  This article highlights the important and often overlooked skill of speech discrimination skills in relation to phonological awareness and literacy            development. It  suggests consideration be given to speech discrimination skills as part of the overall programme for teaching literacy skills, especially for those children who are having difficulties. The issue of noisy classroom environments and the impact of this on children with language and literacy difficulties is also highlighted. At the end of the article is a useful list of research and resource references.
  
• Language and Literacy Support for Busy Mainstream Classes
  Elspeth McCartney, Sue Ellis, James Boyle - University of Strathclyde , Glasgow.
  This article reports on a language support model developed through three research projects. It is designed to be used by teachers working in mainstream primary schools, for children who have been identified as having language difficulties. The model allows language-learning activities to be put in place using activities that can be delivered in mainstream schools by classroom staff. The website address is given for a whole range of materials which can be downloaded to support the programme and would be useful for teachers and therapists.
  
• Language Groups as a Bridge to Literacy – The Leicester‘Let’s Talk’ Language Programme  
  Deanne Rennie and Jenny Dundas, Speech and Language Therapists, Leicestershire and Rutland. Jane Hutchinson, Colleen Kitchen and Tony Whatmuff, Specialist Teachers, Leicester City Children’s and Young People’s Service.
  This article describes a collaborative approach to supporting children with language difficulties in a mainstream setting.  It presents the ‘Let’s Talk’ programme, which aims to take a whole school approach to supporting language skills in school, giving schools strategies and resources and empowering them to run language groups in schools to support language and literacy skills. It comments on approaches used and the positive outcomes for the schools involved in the project.
  
• Development of literacy skills in children with Speech and Language Difficulties
  Jenny Landells Senior Lecturer & Course Leader BSc (Hons) Clinical Language Sciences (Speech & Language Therapy). Leeds Metropolitan University.
  This article describes the important links between language and literacy, highlighting those children who are at particular risk of developing literacy difficulties. It emphasises the importance of building good foundation skills for literacy though a range of approaches; the importance of parents sharing books with their children and the way in which this is done to best support developing language and foundation literacy skills.
  
• Combined Speech and  Language and Literacy Assessment – the Description to the Prescription  
  Jeanne Reilly and Rosie Wood.
  This article describes an assessment process which leads to a detailed description of the child’s language profile, which ultimately leads directly to the prescription for intervention not only by specialist SLTs but also Teachers, Classroom Assistants and Parents and Carers. It highlights the specific links between areas of language and literacy and how one impacts on the other. It also makes suggestions and references focused, practical activities to build necessary skills.
  
• Understanding the Development of Written Language Skills
    Martin, Advisory Teacher SLCN –
  This article highlights the links between language and literacy, with particular emphasis on writing skills. It discusses the links between the two and the issues around developing effective writing skills when language is a difficulty. It also describes a programme of work targeted at children who struggle with writing; it consists of small steps, which follow the pattern of language development, aimed at giving pupils confidence in the different skills required for writing.