Visualising and verbalising
Visualising and Verbalising (Bell, 1987) is a technique used to help understanding of language in language-impaired students. Visualising and Verbalising aims to improve mental imagery skills, which then help listening and reading comprehension.
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Visualising and verbalising
Visualising and Verbalising (Bell, 1987) is a technique used to help understanding of language in language-impaired students. Visualising and Verbalising aims to improve mental imagery skills, which then help listening and reading comprehension.
Evidence Rating: Moderate
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Visual approaches to support speech and language
The underpinning reasoning for this approach is that children who have language learning difficulties often show strengths in their visual skills (Archibold & Gathercole, 2006). The approach covers a wide range of ways of supporting children’s language learning through the use of additional visual clues.
Evidence Rating: Indicative
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Thinking together
Thinking together is a dialogue-based approach to the development of children's thinking and learning using talk as a tool for thinking. It connects the development of children's 'thinking skills' to the development of their communication skills and curriculum learning.
Evidence Rating: Moderate
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Parent-child book reading
Parent-child book reading aims to foster children’s language and literacy development, as well as attachment with the parent and social-emotional wellbeing.
Evidence Rating: Moderate
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Parent directed home visiting intervention
Parent-directed home visiting intervention aims to increase parent knowledge of child language development and improve the quality and quantity of parent–child language interaction in families of low socio-economic status. A trained coach visits family homes every week for 8 weeks and implements 8 computer-based intervention modules with parents of children aged 1.5-3 years.
Evidence Rating: Moderate
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Millieu teaching/ therapy
Milieu Teaching/Therapy has a long history in the field of psychiatry and psychiatric nursing. It is a planned treatment environment in which everyday events and interactions are designed as part of therapy to enhance social skills and build confidence. The milieu, or "life space," provides a safe environment that is rich with social opportunities and immediate feedback from caring staff.
Evidence Rating: Moderate
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Morphological awareness training
Morphological awareness training involves provision of linguistically explicit instruction in morphological awareness for children with language impairment to improve language and literacy outcomes. The intervention is over 10 weeks, children can take part in groups of 2-4, completing two 30-minute sessions per week. Evidence for this intervention comes from an experimental trial in schools where intervention was delivered by a Speech Language Pathologist.
Evidence Rating: Moderate
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Happy talk
Happy Talk is a language intervention programme that aims to support children between 0 and 6 years living in areas of social disadvantage. It is designed for SLTs to work with parents and early educators in community settings, such as baby clinics, creches, preschools and junior infant classes (the first year of primary school). The programme is embedded in the preschools and homes of socially disadvantaged children with the aim of effecting change in parent and educator behaviour.
Evidence Rating: Indicative
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Oral Language Programme
The Oral Language (OL) programme aims to support language skills of reception age children who have language difficulties. It includes direct instruction to develop vocabulary, inferencing, expressive language and listening skills.
Evidence Rating: Moderate
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