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The nature of written language deficits in children with SLI.
TLDR
The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. Expand
Constraints in the Production of Written Text in Children with Specific Language Impairments
The writing performance of 64 elementary school children with a history of specific language impairment was examined to evaluate both the nature of the children's difficulties with writing and theExpand
An evaluation of the written texts of children with SLI: the contributions of oral language, reading and phonological short-term memory
In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memoryExpand
Educational provision for children with specific speech and language difficulties: perspectives of speech and language therapy service managers.
TLDR
The implications of the study are discussed with reference to SLT practice, including consultancy models, and the increasingly prevalent policy in local education authorities of inclusion of children with special educational needs. Expand
Self esteem of children with specific speech and language difficulties
This study examines the self esteem of children with specific speech and language impairment. A sample of 69 children was first identified in Year 3. The present study focuses on their self esteem asExpand
Local education authorities’ approaches to provision for children with specific speech and language difficulties in England and Wales
Children with specific speech and language difficulties (SSLD) pose a challenge to the education system as a result of their language needs and associated educational and social‐behaviouralExpand
Vulnerability to bullying in children with a history of specific speech and language difficulties
This study examined the susceptibility to problems with peer relationships and being bullied in a UK sample of 12‐year‐old children with a history of specific speech and language difficulties. DataExpand
The roles of specialist provision for children with specific speech and language difficulties in England and Wales : a model for inclusion?
TLDR
The results of interviews with heads of language units/integrated resources and head teachers of special schools and their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists and the implications for inclusive education. Expand
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