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The TES featured an initiative run by SLTs that helps pupils improve their listening skills. Liz Spooner and Jacqui Woodcock, from the Wyre Forest Primary Care Trust devised a series of games for pupils, after concerns from headteachers about pupils' concentration skills.
Simple games to teach sitting still, listening to all the words, looking at the speaker, and being quiet were used and trials with 363 pupils showed great improvements. On average pupils' scores had improved by 20 per cent, with those children with the most severe problems, improving 50 per cent.
Ms Spooner was quoted in the article and said, "Listening isn't a language problem, it's about being able to concentrate. If you sat down one-to-one at a language assessment, these children would be reasonably ok. But their listening is so poor, it's preventing them from learning."
Alison Dowling, head of Millfields, one of the schools involved, was also quoted and said, "The children love it, they've really enjoyed the sessions. My whole staff are being trained in the techniques. Everyone now uses the same terminology about what is good listening, whether children are in class or the dinner hall. That strengthens the message."
(TES, 23.05.08)
An article in the TES highlighted plans that would require schools to evaluate how creative pupils are. Government plans are considering ways in which creativity, such as imaginative thinking, could be measured.
Questioning and communication skills were also highlighted as 'soft skills' that employers feel is missing from existing tests.
However,
Chris Beschi, a teacher who uses poetry, hip-hop and other music to inspire children in London schools, warned against bringing in such assessment. He was quoted in the article and said, "Pre-ordained targets and success criteria will not aid the construction of creative learning environments - nor will the standardising of educational expectations, nor the competitive practice of comparing institutions by exam results and league tables."
(TES, 15.02.08)
The DCSF has reported on interim findings from the Bercow review. The Bercow Review, which the Government commissioned in September 2007, aims to improve services for children and young people from birth to 19 who have speech, language and communications difficulties, which could range from a delay in speaking to a severe stammer, or could be related to other disabilities such as autism or cerebral palsy.
Over 2,000 people responded to the Review’s consultation, with almost 1,000 responses from families. Government has invested in measures to address children’s speech, language and communication needs, for example through the Children’s Centres programme, and the numbers of speech and language therapists increased by over a third between 1997 and 2006.
However, families highlighted that concerns about services remain. Some families feel their children are not a priority for local services and they have to struggle to obtain help. Information can be hard to find and services hard to access. Many feel agencies do not work together effectively or share a common language. Others found it difficult to maintain continuous support, especially as some professionals are stretched for time and resources – while others don’t have the training to step in.
The interim report highlights the main issues and has identified five key themes:
• Speech, language and communication are essential life skills and a fundamental human right - they should be a priority for all in the system;
• Early identification of problems and intervention are essential to avoiding social and economic problems later in life;
• Services should be a continuous process from an early age - not just the odd sessions or for very young children - and designed with the needs of the family in mind, making them easy to access;
• Joint working between services and with families is critical. Local authorities, primary care trusts and other services need to cooperate more; and
• The current system is patchy – there is in effect a ‘postcode lottery’.
(DCSF, 20 March 2008)
The TES Scotland highlighted the problem of noise in classrooms, following a study in Canada, which suggested that children miss as many as one word in six.
The study took place in traditional classrooms and acoustically enhanced classrooms, with pupils aged between five to nine years old. It found that 90 per cent of normal classrooms had inadaquate listening conditions. Noise came from flurorescent lights, heating, air conditioning systems, fish tanks and computers as well as children's chatter, at levels around 60 decibels.
In order for 95 per cent or more of their speech to be heard, teachers would need to speak at least 15 decibels louder, at 75 decibels. It was noted in the article that this would be difficult to do since normal speaking is only 50 decibels.
It was also highlighted that children in UK schools may experience noisier classrooms as a study in London in 2002 found the average level of noise for London pupils was 72 decibels.
(TES, Scotland, 19.10.07)
An article in the TES reported that when pupils listened to themselves reading, they progressed four times as quickly as other peers. A study was undertaken by Exeter University which designed a catch-up programme based on the fact that some children find it difficult to distinguish between different sounds that make up words, even if they were fluent in English.
It was reported that the study looked at 159 children between the ages of six and thirteen, who were at least one year behind their classmates in reading. Teaching assistants helped the children to record themselves in time set aside in the literacy hour for group or individual work. It was highlighted that children needed to listen to their own voice rather than someone elses.
Dr Macleaod, who worked on the study, was quoted in the article and said, "The tapes these children are using are edited so they have a perfect model of themselves speaking. What we need to tease out is what exactly it is that makes the difference: is it having a model of oneself talking or is it about the ability to distinguish sounds?"
(TES, 14.09.07)
A report in the Guardian featured the recent primary school results which showed that speaking and listening has remained static. The 2007 results showed that 84 per cent of boys and 90 per cent of girls reached the required standard. However, the standards in writing declined. The difference between boys and girls was highlighted in the article as a concern.
(Guardian, 31.08.07)
Statistics on national curriculum test results
An article in the Guardian reported that students from state schools received specialist communication training in public speaking, thanks to a grant from the Jack Petchey Foundation. More than 400 schools participated in training more often seen in private schools.
Students also participated in Europe's largest public speaking competition, Speak Out, Speak Up. Communication training was delivered in one day workshops, by Speakers Bank, in every London state school to 15-year-olds. Competition started with school mates in front of families, then to compete with other schools in 32 borough finals.
The article quoted a Speakers Bank trainer and spokesman, Sean Kennedy, who said, "Students from underachieving schools often do better than those from the top-ranked schools. It's all to do with having something to say, preparing and then delivering with passion."
The report also highlighted the impact of the training giving increased confidence, self-esteem and enhanced participation in school activities according to an independent evaluation.
Beatrice Addo, a student from Kingsford School, Newham spoke on knife crime, and was quoted, "I have a lot to say that I feel is very important for other people to hear. The training has boosted my confidence and improved my communication skills - not only to better myself but to help other people."
The project is planned to roll out next year to double the number of teenagers in London and Essex.
(Guardian, 25.07.07)
The TES reported on a group of Scottish students, who beat off stiff competition from forty nations to win the World School Debating Championship. The team of five students beat Singapore in the final in a debate on nuclear non-proliferation.
John Duncan, director of the English-Speaking Union in Scotland was quoted in the article and said, "The five members of the team and the two coaches have trained incredibly hard for this over the past 10 months. The standard of debate at the championships is the best you can get, so to become world champions is a colossal achievement."
(TES, 13.07.07)
The BBC has reported on philosophy lessons for seven-year-olds and speaking and listening skills were highlighted as part of the report. The children are posed a question and only when they are passed the ball is it their turn to speak.
Peter Worley, a philosophy teacher was quoted in the article and said, "It's opening up the channels in the brain - teaching them to think for themselves by giving them the tools to do that. And they're learning skills in how to discuss and argue with people - but constructively."
The headteacher of Eliot Bank School where lessons were being held, was also quoted in the article as highlighting the lessons as a way to indentify gifted and talented children.
She said,"There are pupils who have not been up to speed on their writing, for example, but who have been shown to put be able to put forward a very, very solid argument. Often speaking is thinking and for some children the writing part stops them thinking."
(BBC website, 03.07.07)
A report in the TES highlighted research which found that reading aloud benefits children most, rather than being read to in terms of improving reading ability. The research looked at the effects of home-based learning alongside formal teaching for children aged up to seven.
The research, led by Kathy Sylva at Oxford University, found that one-to-one time spent with parents was beneficial to reading, especially for less able readers whose parents listened to them. Professor Sylva was quoted in the article and commented that although being read had bonding, social and motivational benefits, by age seven, listening to them read was important.
According to the study expressive play also helped reading, such as dressing up and role play.
(TES, 01.06.07)
An article in the Scotsman reported that talking in education needs to be valued more with few parents being aware of its importance. It noted that its perception as being disruptive gives it a poor reputation, however the 5-14 curriculum places talking alongside reading, writing and listening.
However, it reported that without talking being measured in terms of assessment or exams, this makes it more difficult for parents to realise the significance of debate, discussion, storytelling and negotiation in developing thought and social interaction.
The article also noted the importance of talking as the foundations of being able to read and write, quoting the educationalist James Britton who said, "Reading and writing float on a sea of talk". And although early years education has recently spent more time on talking, the article argues that for most parents, they will not realise that activites such as show and tell are crucial for development and life-skills, such as turn-taking, sitting attentively, and asking relevant questions.
With the ability to speak clearly boosting confidence and helping vocabulary, the article reported that a greater awareness of these skills as life tools is needed, especially as there is no assessment and in light of a new ICT culture changing the type of interaction and reducing talking time.
(The Scotsman, 16.05.07)
An article in the TES reported that children of all ages should be read aloud to by their teachers more often, according to Jacqueline Wilson, the children's laureate. Other popular children's authors back her opinion. Jacqueline Wilson was quoted in the article and said:
"We come from an oral tradition and there's something deep in our psyche that responds to telling stories. No matter how streetwise the child is, I've never known them not to like the simple delight of an adult telling them a story. It's as important at secondary as at primary."
The report also noted that the importance of reading aloud has been emphasised by education experts. New guidance is due to be published this term by the primary national strategy. Phillip Pullman was also featured in the article and focused on how important telling stories without books is.
A new book has been produced called Great Books to Read Aloud which Jacqueline Wilson helped on. This can be downloaded for free at www.greatbookstoreadaloud.co.uk
(TES, 19.04.07)
This TES article looks at the Royal Shakespeare Company's
campaign to promote acting and reading aloud when studying
his plays. To read this article in full visit www.tes.co.uk/search/story/?story_id=2291827
(TES, 29 September 2006)
It's called Jafaican and, slowly but surely, it is infiltrating
the English language. The multicultural hybrid, based on Jamaican
but with undertones of West African and Indian, is not a totally
new concept but linguistic experts say it is becoming so common
in the inner cities that it is beginning to eclipse traditional
accents.
In some London boroughs, for instance, it has taken over from
Cockney, the prevailing accent for generations, as inner-city
white youths pick up the speech patterns of their black and
Asian classmates. More than 40% of London residents are now
from ethnic minority backgrounds.
The Jafaican name, conveying the idea of 'fake Jamaican',
was coined on the streets rather than in the research rooms.
The academics prefer 'multicultural English'. But the message
is constant. Sue Fox, of London University's Queen Mary College,
who is studying the phenomenon said: "People are beginning
to sound the same regardless of their colour or ethnic background."
She ruled out suggestions that the language is simply the
result of white youngsters trying to be cool, continuing:
"It seems more likely that young people have been growing
up in London exposed to a mixture of second-language English
and local London English and that this new variety has emerged
from that mix."
What has emerged is a distinctive inner-London patois which
borrows heavily from Jamaican creole, lifting some words unchanged.
But it has been influenced by other speech patterns, mainly
Bangladeshi and West African, with a little South American
and Arab thrown in.
(Daily Mail, 11 April 2006)
The art of conversation is dying because families do not make
enough effort to talk to their children, researchers have
warned. Increasing numbers of youngsters are arriving at school
barely able to speak and communicate in monosyllabic 'grunts'.
All-day television, the demise of the family meal and even
forward-facing pushchairs are conspiring to destroy conversation
between parents and children.
But the huge decline in language skills is also having 'alarming
implications' for behaviour in the first few years of primary
school, according to a report by the Basic Skills Agency (BSA).
Children are resorting to tantrums and disrupt lessons because
they are frustrated at not being able to express themselves
adequately.
The BSA has begun a 'talk to me' campaign in an attempt to
help reverse the decline, in which it is urging schools to
help stress the importance of parents speaking and listening
to their children in the home.
However, it says that the message needs to be delivered sensitively
as many parents dislike interference and "cannot see
the point of talking to children, thinking it will do them
more good to crack on with reading and writing".
The report, written by literacy consultant Sue Palmer, highlights
the main barriers to improving communication skills. These
include changes to parents' working patterns which leave less
time for regular family meals - a crucial time for conversation.
All-day television fills homes with "daylong noise and
inhibits conversation" while families are increasingly
splintered into separate rooms during their leisure time.
Another contributory factor is believed to be forward-facing
buggies, which makes communication difficult between parents
and toddlers.
The report says: "Young children converse best when engaging
with adults one-to-one or in a small group situation; opportunities
for sustained shared thinking usually arise during unstructured,
child-centred activities. No matter how hard teachers try,
with around 30 children competing for the attention of two
adults in the average reception class, there simply isn't
enough time in the day to do this properly. This is why parental
input is so vital."
Alan Wells, director of the BSA, said: "What we know
for certain in a confusing world is that developing language
early makes all the difference in how well a child does at
school. This means that young children need to be talked to
and with. This seems obvious but not everyone realises it
and that's why the 'daily grunt' is the only conversation
in all too many families. Yet it doesn't take much to talk
to children and it has its rewards in the language skills
they develop."
At the end of last year the National Literacy Trust set up
an online poll after hearing from health visitors that front-facing
buggies were contributing to speech problems among the very
young. 800 parents and childminders responded, with 89% agreeing
they would talk to their baby more if the child faced them
in the buggy.
Visit the Talk
to Your Baby website for results of the buggy survey
(Daily Mail, 4 April 2006)
The Times Educational Supplement covered some useful strategies
to support pupils with a stammer.
- Aim to build self-esteem so the pupil manages his/her
speaking with confidence, even when stammering severely.
- Give time to pupils to finish and do not interrupt or
finish off words.
- Listen attentively and echo back some content, so the
pupil feels that what he/she has said is more important
than how it was said.
- Maintain normal eye contact and do not show impatience
(such as frequent nodding, getting on with another task
or signalling irritation through tense body language).
- Slow your own speech with natural pauses, signalling that
there is no need to rush.
- Talk regularly with the pupil about what strategies are
helpful.
- Encourage the pupil to participate in all oral activities.
(TES Scotland, 17 February 2006)
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