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This paper presents a review of research carried out in the past 40 years into various aspects of noise in open plan classrooms. The emergence of open plan classroom design in response to progressive educational reforms is discussed. A limited amount of evidence of the effects of noise in open plan classrooms is presented. Surveys of both background and(More)
BACKGROUND Children with specific speech and language difficulties (SSLD) may have associated difficulties that impair their access to the curriculum, and their social relationships at home and in school. AIMS (i) To identify the range of additional problems experienced by children with SSLD in different educational contexts; (ii) to consider the(More)
BACKGROUND The purpose of this study was to examine the stability of behavioural, emotional and social difficulties (BESD) in children with specific speech and language difficulties (SSLD), and the relationship between BESD and the language ability. METHODS A sample of children with SSLD were assessed for BESD at ages 8, 10 and 12 years by both teachers(More)
Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship(More)
While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children's performance at school, including reduced memory, motivation, and reading ability. In England and Wales, children's academic performance(More)
Internal and external noise surveys have been carried out around schools in London, UK, to provide information on typical levels and sources to which children are exposed while at school. Noise levels were measured outside 142 schools, in areas away from flight paths into major airports. Here 86% of the schools surveyed were exposed to noise from road(More)
BACKGROUND Children with specific speech and language difficulties (SSLD) pose a challenge to the education system, and to speech and language therapists who support them, as a result of their language needs and associated educational and social-behavioural difficulties. The development of inclusion raises questions regarding appropriate provision, whether(More)
A suggestion exists in the child language literature that the meanings of natural kind terms are acquired before the meanings of colour terms. Explanations have typically claimed that object terms are more salient than property terms. Such explanations, however, tend to ignore the fact that natural kind terms refer to categories with sharp, clear boundaries(More)
BACKGROUND Giving young people more and better opportunities to have their voices heard is a key feature of current educational policy and research internationally and in the UK. AIMS To examine the views of young people with a history of specific language impairment (SLI) as they entered post-16 education. METHODS & PROCEDURES A total of 54 students(More)
BACKGROUND Children with specific language impairment (SLI) are at risk of low self-esteem during their school years. However, there is a lack of evidence of the self-esteem of young people with a history of SLI during adolescence, as they transfer from compulsory schooling to post-compulsory education, employment or training. AIMS To examine the(More)