Literacy in the mainstream inner-city school: Its relationship to spoken language

  title={Literacy in the mainstream inner-city school: Its relationship to spoken language},
  author={Lucy Myers and Nicola Botting},
  journal={Child Language Teaching and Therapy},
  pages={114 - 95}
  • Lucy Myers, N. Botting
  • Published 1 February 2008
  • Education, Psychology
  • Child Language Teaching and Therapy
This study describes the language and literacy skills of 11-year-olds attending a mainstream school in an area of social and economic disadvantage. The proportion of these young people experiencing difficulties in decoding and reading comprehension was identified and the relationship between spoken language skills and reading comprehension explored. The study recruited 36 individuals from a mainstream secondary school who were representative of the year group as a whole. Detailed spoken… 
Language, communication, and literacy skills of adolescents with behavioral difficulties in mainstream education
Abstract Research has increasingly reported the presence of speech, language, and communication difficulties in young people who have a propensity to offend. Young offenders comprise a population
The Spoken Language and Social Communication Characteristics of Adolescents in Behavioral Schools: A Controlled Comparison Study.
Language and social communication difficulties were evident in adolescents who attend alternative school settings-behavioral schools and confirm the need for speech-language pathologists to be engaged in specialist behavioral schools and provide impetus to service providers, speech- language pathologists, and educators to address relationships between behavior and communication ability.
Language, literacy and cognitive skills of young adults with developmental language disorder (DLD).
  • N. Botting
  • Psychology
    International journal of language & communication disorders
  • 2020
Preliminary data suggest that at least some individuals with DLD experience marked linguistic difficulties in adulthood, and that the pathways of language, literacy and cognition are not entirely parallel for this group.
A whole class teaching approach to improve the vocabulary skills of adolescents attending mainstream secondary school, in areas of socioeconomic disadvantage
Young people from areas of socioeconomic disadvantage (SED) are more likely to present with language difficulties, particularly vocabulary difficulties. Studies have shown the effectiveness of
Language and disadvantage: a comparison of the language abilities of adolescents from two different socioeconomic areas.
Results suggest that socioeconomic background is associated with language ability in adolescence as measured by standardized tests, and adolescents from an area of socioeconomic disadvantage were at risk of low vocabulary scores.
Influence of Phonological Awareness, Morphological Awareness and Non-Verbal Ability on Reading Comprehension in Malayalam.
In the context of observations that students lack mastery of elementary reading comprehension in Malayalam even by the end of 5-7 years of formal schooling, this study applies multiple regression
Language abilities of secondary age pupils at risk of school exclusion: A preliminary report
In the UK, exclusions from school because of behaviour problems usually occur when other alternatives have proved unsuccessful. There is some evidence to suggest that behaviour problems and resulting
Who's Who in Kindergarten Literacy Skill Groups: What Really Matters?
Who’s Who in Kindergarten Literacy Skill Groups: What Really Matters? E. Imani Mitchell American kindergartners enter schools with varying levels of emergent literacy skills. The present study
Explaining Reading Comprehension in Children With Developmental Language Disorder: The Importance of Elaborative Inferencing.
Interventions targeting the reading comprehension of children with DLD should focus on elaborative inferencing skill, and there are also clinical implications as the development of new standardized assessments differentiating between inference types is called for.
Word level literacy skills of adolescents and their teachers : an exploratory mixed methods study : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu, New Zealand
An intervention focused on developing orthographic and morphological awareness, delivered by classroom teachers, consisted of bi-weekly word study sessions over 21 weeks and aimed to improve spelling and decoding skills for weaker students and vocabulary knowledge and word consciousness for all students.


Development and disadvantage: implications for the early years and beyond.
This preliminary study aimed to investigate the extent to which the spoken language skills of children reared in poverty are depressed in comparison with the general population, and in relation with their general cognitive abilities.
Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment?
It is demonstrated that serious reading and language impairments are not always obvious in children who have good phonological ability and appear, superficially at least, to read well.
A longitudinal investigation of reading outcomes in children with language impairments.
Results indicated that children with LI in kindergarten were at a high risk for reading disabilities in second and fourth grades, and children's literacy knowledge/ experience in kindergarten and their initial reading achievement in second grade were good predictors of subsequent reading outcomes.
Language-impaired preschoolers: a follow-up into adolescence.
A longitudinal follow-up of 71 adolescents with a preschool history of speech-language impairment, originally studied by Bishop and Edmundson (1987), found that children who still had significant language difficulties at 5;6 had significant impairments in all aspects of spoken and written language functioning, as did children classified as having a general delay.
Oral language and code-related precursors to reading: evidence from a longitudinal structural model.
This study examined code-related and oral language precursors to reading in a longitudinal study of 626 children from preschool through 4th grade, demonstrating that there is a high degree of continuity over time of both code- related and Oral language abilities.
Pathways to reading: the role of oral language in the transition to reading.
  • Psychology
    Developmental psychology
  • 2005
The results suggest that oral language conceptualized broadly plays both a direct and an indirect role in word recognition during the transition to school and serves as a better foundation for early reading skill than does vocabulary alone.
Follow-up of children attending infant language units: outcomes at 11 years of age.
A large cohort of 242 children who had been attending infants language units at 7 years of age was followed up when the children were in their final year of primary school, and only a small group of 16 children appeared to have entirely resolved their difficulties.
Developmental Relationships between Language and Reading: Reconciling a Beautiful Hypothesis with Some Ugly Facts
There is little dispute about the basic idea that oral language skills are fundamentally related to reading. In response to much eloquent theorizing and compelling empirical evidence from research
Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity.
Two studies investigated the ability to use contextual information in stories to infer the meanings of novel vocabulary by 9-10-year-olds with good and poor reading comprehension. Across studies,
The effects of social class and ethnicity on gender differences in GCSE attainment: a secondary analysis of the Youth Cohort Study of England and Wales 1997–2001
This article is based upon a secondary analysis of three successive cohorts of the Youth Cohort Study of England and Wales and examines the effects of social class and ethnicity on gender differences