Joy Stackhouse

The University of Sheffield, Sheffield, England, United Kingdom

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Publications (44)49.16 Total impact

  • Thomas Hopkins · Judy Clegg · Joy Stackhouse
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    ABSTRACT: Background Research has revealed that the youth offending population has low language ability when assessed on standardized language measures. However, little is known about the perceptions young offenders (YOs) have of their own literacy ability and their communicative interactions with others. Such knowledge might further our understanding of the possible association between language, literacy and offending behaviour.AimsThis study investigates the perceptions and experiences YOs have of using literacy and communicating with others. It addresses the following questions. How satisfied are YOs with their own literacy and communication skills and how important do YOs perceive these to be? How much do YOs believe they understand others in their communicative interactions? How satisfied are YOs with their communicative interactions with others and how does this influence conflict at home, school, and in the youth justice system?Methods & ProceduresAn opportunity sample of 31 YOs on court orders were recruited from a local youth offending service, excluding any who did not have English as a first language or were in receipt of current speech and language therapy provision. Twenty-six qualitative individual semi-structured interviews and two focus group interviews were carried out and analysed using a framework analysis method.Outcomes & ResultsThemes revealed participants were dissatisfied with their communication and literacy ability. Other themes identified were difficulty in understanding others, a perceived lack of support and respect gained from others, and a negative impact of communication on self-esteem. The findings suggest that YOs often found themselves in disputes with authority figures, but that they avoided using positive communication to solve such conflicts and also avoided confiding in others.Conclusions & ImplicationsThe findings support the results found from quantitative research on the language abilities of YOs. This emphasizes the value in adopting qualitative methodology to understand the relationship between literacy, communication skills and offending behaviour in YOs. The findings highlight a need for increased language, literacy and communication training, and support for YOs, and for the staff who work alongside them.
    International Journal of Language & Communication Disorders 09/2015; DOI:10.1111/1460-6984.12188 · 1.47 Impact Factor
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    Li-Li Yeh · Bill Wells · Joy Stackhouse · Marcin Szczerbinski
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    ABSTRACT: Abstract Two competing approaches to the analysis of the phonological structure of Mandarin syllables have been put forward. The first and more traditional approach is that a syllable can be segmented into initial consonant, medial glide, nucleus plus coda and tone. The second approach does not distinguish the non-compulsory medial glide as an independent element. To compare and evaluate these two different approaches, the development of phoneme-level awareness was investigated in 67 Mandarin-speaking children in Year 1 of school (mean age: 6;9) and Year 5 (mean age: 10;1). Results showed that at school entry some children were sensitive to glides and to a lesser extent to codas; their number increased by Year 5. This suggests that spoken language experience is enough for some children to acquire the representation of glides and codas; this is consistent with the traditional model of the Mandarin syllable, with both glides and codas as independent elements. However, the children's task performance was generally rather poor, even in Year 5, suggesting that development of phonemic sensitivity in Mandarin speaking children is not substantially improved by increased literacy experience.
    Clinical Linguistics & Phonetics 02/2015; 29(4):1-10. DOI:10.3109/02699206.2014.1003328 · 0.58 Impact Factor
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    ABSTRACT: Phonological awareness, rapid automatized naming (RAN), letter knowledge, and oral language are all significant predictors of successful literacy acquisition in several languages. However, their relative importance is less clear and depends on language characteristics, the specific aspect of literacy assessed, and the phase of literacy acquisition. This study, therefore, aimed to examine the development of these predictors and their relationship with literacy acquisition through a longitudinal investigation of German-speaking children. Seventy-eight children growing up monolingual German were assessed three times: a few months before starting school (mean age = 5 years 11 months), in grade 1 (mean age = 6 years 11 months), and in grade 2 (mean age = 7 years 10 months). Cognitive predictors were measured at preschool, and literacy outcomes (reading accuracy, speed, comprehension, and spelling) were measured in grades 1 and 2. Correlational and path analyses revealed a complex pattern of relationships between cognitive and literacy skills dependent on the aspect of literacy being measured and the timepoint. Overall, the most important predictor of literacy skill in grade 2 was earlier literacy skills, followed by letter knowledge and RAN. Phonological awareness was less important than RAN, and oral language skills (i.e., vocabulary, grammar comprehension) were least important. The implications of these findings for the understanding of cognitive mechanisms of literacy acquisition and for early detection of literacy difficulties are discussed. 语音意识、快速自动化命名、字母知识和口头语言,全部都是几种语言中成功习得读写能力的重要预测因子。然而,它们之间的相对重要性,则不太明显,要视乎语言特性、读写能力评估的具体方面,以及读写能力的习得阶段。因此,本研究通过一个德语儿童纵向调查,考查这些预测因子的发展以及这些预测因子和读写能力习得的关系。78名成长为以德语为单语的孩子,接受三次评估:开始入学前的几个月(平均年龄:5岁11个月),在一年级中(平均年龄:6岁11个月),以及在二年级中 (平均年龄:7岁10个月)。认知预测因子是在入学前测定,读写能力成绩 (朗读准确度、速度、阅读理解、拼写)是在一年级和二年级中测定。相关分析和路径分析结果,显示出认知和读写技能之间的一个复杂模式的关系,该关系是取决于读写能力不同方面的评核和不同的评核时间点。整体来说,在二年级中,读写技能的最重要预测因子是早期读写技能,其次是字母知识和快速自动化命名。语音意识是不如快速自动化命名那么重要,而口头语言技能(词汇、语法、阅读理解)是最不重要。本文最后讨论本研究结果对了解读写能力习得的认知机制和早期读写困难探测所带来的启示。 La conciencia fonológica, el nombramiento automático rápido (RAN por sus siglas en inglés), el conocimiento de las letras, y el lenguaje oral son todos predictores importantes de la adquisición exitosa de la alfabetización en varios idiomas. Sin embargo, sus importancias relativas no están claras y dependen de las características del idioma, el aspecto específico de la alfabetización que se examina, y la fase de la adquisición de la alfabetización. Este estudio, por lo tanto, tuvo como meta examinar el desarrollo de estos predictores y su relación con la adquisición de alfabetización por medio de una investigación longitudinal de estudiantes de habla alemán. Setenta y ocho estudiantes que crecieron monolingües fueron examinados tres veces: varios meses antes de empezar la escuela (edad media: 5 años 11 meses), en el primer grado (edad media 6 años 11 meses), y en el segundo grado (edad media: 7 años 10 meses). Predictores cognitivos fueron medidos a nivel preescolar, y los resultados de la alfabetización (la precisión lectora, la rapidez, la comprensión y la ortografía) fueron medidas en el primer y el segundo grado. Análisis correlacional y de camino revelaron patrones complejos de relaciones entre las destrezas cognitivas y las de alfabetización que dependían del aspecto de alfabetización que se medía y el momento. En conjunto, el predictor más importante de la destreza de alfabetización en el segundo grado fueron las destrezas de alfabetización anteriores, seguidas por el conocimiento de las palabras y el RAN. La conciencia fonológica fue menos importante que el RAN, y las destrezas del lenguaje oral (vocabulario, comprensión de la gramática) fueron las menos importantes. Se discuten las implicaciones de estos hallazgos para el entendimiento de los mecanismos cognitivos de la adquisición de alfabetización y para la detección temprana de la alfabetización. إن الوعي الصوتي، والتسمية التلقائية السريعة (RAN) ، واللغة الشفوية كلها منبئ كبير على نجاح اكتساب معرفة القراءة والكتابة في عدة لغات . ومع ذلك، أهميتها النسبية أقل وضوحا وتعتمد على خصائص اللغة، وعلى الجانب المحدد لمحو الأمية المدروس، وعلى مرحلة اكتساب معرفة القراءة والكتابة . هذه الدراسة، لذلك، تهدف إلى دراسة تطور هذه المنبئات وعلاقتها مع اكتساب معرفة القراءة والكتابة من خلال تحقيق طولاني لأطفال ناطقة بالألمانية . قيم ثمانية وسبعون طفلاً نشئوا يتكلمون اللغة الألمانية فقط ثلاث مرات : قبل بضعة أشهر من بدء الدراسة ( متوسط العمر : 5 سنوات 11 شهرا ) ، في الصف 1 ( متوسط العمر : 6 سنوات 11 شهرا ) ، والصف 2 ( متوسط العمر : 7 سنوات 10 شهرا ). تم قياس المتبئات المعرفية في مرحلة ما قبل المدرسة، ونتائج محو الأمية ( دقة القراءة والسرعة، والفهم، والإملاء ) تم قياسهم في الصفوف 1 و 2. التحليلات الارتباطية والمسارية كشفت عن وجود نمط معقد من العلاقات بين المهارات المعرفية ومحو الأمية والتي تعتمد على الجانب محو الأمية الذي يتم قياسا في زمن محدد . وعلى العموم، كان أهم المؤشرات لمهارة القراءة والكتابة في الصف 2 هي مهارات القراءة والكتابة السابق، تليها معرفة الأحرف و RAN ( التسمية التلقائية السريعة ). كان الوعي الصوتي أقل أهمية من RAN ، والمهارات اللغوية الفظية ( أي المفردات والنحو والإستيعاب ) الأقل أهمية . ونوقشت الآثار المترتبة على هذه النتائج لفهم آلية المعرفية لاكتساب القراءة والكتابة وللكشف المبكر عن صعوبات القراءة والكتابة . Фонематическое восприятие, быстрое автоматическое называние предметов (RAN), знание букв и устная речь значимы для прогнозирования становления грамотности на нескольких языках. Однако для разных языков относительная важность этих факторов не вполне ясна, многое зависит от особенностей самого языка, от конкретного аспекта грамотности и от этапа изучения языка. В данном продолжительном исследовании, посвященном изучению этих факторов в динамике и их связи со становлением навыков грамотности, участвовали 78 монолингвальных немецкоговорящих детей. Срез проводился трижды: за несколько месяцев до начала обучения в школе (средний возраст 5 лет 11 месяцев), в первом классе (средний возраст 6 лет 11 месяцев), и во втором классе (средний возраст 7 лет 10 месяцев). Когнитивные навыки замерялись в дошкольном возрасте, а навыки грамотности (точность и скорость чтения, понимание прочитанного и орфография) замерялись в 1 и 2 классах. Корреляционный анализ и анализ причинных связей выявили сложную взаимосвязь между познавательными навыками и навыками грамотности: многое меняется в зависимости от измеряемого аспекта и времени среза. В целом, для прогнозирования навыков грамотности к второму классу самыми важными факторами оказались ранние навыки грамотности, затем идет знание букв и RAN. Распознавание фонем оказалось менее важным, чем RAN, а навыки устной речи (т.е., словарный запас и грамматика) уступили всем остальным факторам. Обсуждается значение этих результатов для понимания когнитивных механизмов становления грамотности и для раннего выявления потенциальных трудностей. La conscience phonologique, la vitesse de dénomination automatique, la connaissance des lettres et la langue parlée sont autant de prédicteurs significatifs de l'acquisition de la langue écrite dans plusieurs langues. Cependant leur importance relative est moins claire et depend des caractéristiques de la langue, des aspects particuliers de la littératie évalués, et de la phase d'acquisition de la littératie. Cette étude, par conséquent, visait à examiner le développement de ces prédicteurs et leurs relations avec l'acquisition de la littératie au moyen d'une étude longitudinale d'enfants germanophones. Soixante et dix huit enfants monolingues ayant l'allemand comme langue maternelle ont été évalués à trois reprises : quelques mois avant qu'file:///C:/Users/silke/Downloads/rrq116.pdfils entrent à l’école (âge moyen : 5 ans 11 mois), en première année (âge moyen: 6 ans 11 mois), et en deuxième année (âge moyen : 7 ans 10 mois). Des prédicteurs cognitifs ont été mesurés au niveau préscolaire, et des effets de la littératie (lecture exacte, vitesse, comprehension, écriture) ont été mesurés en première et deuxième année. Les corrélations et les analyses de pistes causales ont mis en évidence un patron complexe de relations entre les compétences cognitives et de littératie qui varie suivant l'aspect de la littératie que l'on mesure et le moment de la mesure. De plus, le facteur le plus important pour prédire les compétences en littératie en deuxième année est les compétences antérieures en littératie, suivi de la connaissance des lettres et de la vitesse de dénomination automatique. La conscience phonologique est moins importante que la vitesse de dénomination automatique, et les compétences en langue parlée (c'est-à-dire le vocabulaire, la compréhension grammaticale) sont moins importants. La discussion porte sur les implications de ces résultats pour la comprehension des mécanismes cognitifs dans l'acquisition de la littératie et pour le diagnostic précoce des difficultés en littératie.
    Reading Research Quarterly 01/2015; Early View:n/a-n/a. DOI:10.1002/rrq.116 · 2.70 Impact Factor
  • Elisabeth Joy Newbold · Joy Stackhouse · Bill Wells
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    ABSTRACT: Standardised tests of whole-word accuracy are popular in the speech pathology and developmental psychology literature as measures of children's speech performance. However, they may not be sensitive enough to measure changes in speech output in children with severe and persisting speech difficulties (SPSD). To identify the best ways of doing this, we compared a range of commonly used procedures for perceptual phonological and phonetic analysis of developmental speech difficulties. Data are drawn from four children with SPSD, recorded at 4 years and again at 6 years old performing naming and repetition tasks. Measures of speech output included percentage of whole words correct (PWC), percentage of consonants correct (PCC), proportion of whole-word proximity (PWP), phonological pattern (process) analysis and phonetic inventory analysis. Results indicate that PWC captures change only when identical stimuli are used across time points. PCC is a more robust indicator of change, being less affected by the choice of stimuli. PWP also captures change across time and tasks, while appearing to be more sensitive than PCC to psycholinguistic variables. PCC and PWP are thus both potentially useful tools for evaluating speech outcomes.
    Clinical Linguistics & Phonetics 05/2013; 27(6-7). DOI:10.3109/02699206.2013.790479 · 0.58 Impact Factor
  • Sarah Spencer · Judy Clegg · Joy Stackhouse
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    ABSTRACT: Young people's perceptions may offer an insight into the complex associations between language, education and social class. However, little research has asked young people what they think of their own talking. Forty-two British adolescents aged between 14 and 15 years were interviewed: 21 attended a school in a working class area; 21 attended school in a middle class area. This paper examines and compares interview extracts from the two groups of adolescents.Results of a thematic analysis suggest that adolescents in both schools use language to signal their identity and to identify the group membership of others. Identity was linked by participants to social class. For example, adolescents attending school in a working class area described how they avoid talking ‘posh’ and those in a middle class area avoided talking like a ‘chav’. Adolescents attending school in a working class area described differences between the requirements of talking with teachers versus with their peers. Those in a middle class area discussed how their language skills were related to literacy and educational success. Implications for educational policy and practice are examined.
    Language and Education 03/2013; 27(2). DOI:10.1080/09500782.2012.760585 · 0.78 Impact Factor
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    Jane Speake · Joy Stackhouse · Michelle Pascoe
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    ABSTRACT: Compared to the treatment of consonant segments, the treatment of vowels is infrequently described in the literature on children’s speech difficulties. Vowel difficulties occur less frequently than those with consonants but may have significant impact on intelligibility. In order to evaluate the effectiveness of vowel targeted intervention (VTI) with two 10-year-old children with severe and persisting speech difficulties measures of (a) percentage vowels correct and (b) intelligibility outcomes by peer group listeners were used. Assessment of vowel production was used to design and carry out intervention for each child, the success of which was measured in two ways: comparing (a) percentage of vowels correct before and after the intervention, (b) the percentage of pre- vs. post-intervention utterances understood by a group of typical peer listeners (aged 9 to 11 years). Pre- and post-intervention speech samples (comprising single words, imitated sentences and spontaneous speech) were edited onto a CD for these listeners, who were asked to write down what had been said. The two children with speech difficulties made significant improvement in vowel production as measured by the percentage of vowels correct. The listeners perceived more productions accurately post-intervention than pre-intervention. There was also a reduction in the range of the listeners’ misperceptions of target words. VTI was effective in terms of both increasing PVC and intelligibility outcomes as judged by peer group listeners. It is not more complicated to carry out VTI than consonant targeted intervention; this should be considered more often when planning therapy for children where vowels are affected.
    Child Language Teaching and Therapy 10/2012; 28(3):277-295. DOI:10.1177/0265659012453463 · 0.42 Impact Factor
  • Judy Clegg · Lydia Ansorge · Joy Stackhouse · Chris Donlan
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    ABSTRACT: This study identifies the outcomes and documents the longitudinal life experiences of adults who attended a specialist residential school for children with pervasive and complex developmental communication impairments. Semistructured interviews were carried out with 26 adult ex-pupils who had attended the school and the parents of 15 of the ex-pupils. Seven key themes were identified from the data, including (a) lack of appropriate support and the impact of this in early childhood, (b) advantages and disadvantages of specialist educational provision compared to mainstream and other provision, (c) changing impact of developmental communication impairments over time, (d) challenging transition away from specialist educational provision, (e) absence of appropriate support for adults with developmental communication impairments, (f) persisting impact of developmental communication impairments on social and emotional functioning in adult life, and (g) differences in perspective between the adult ex-pupils and their parents. Across the adult ex-pupils and their parents, the perceived reported benefits of early intervention, parental support, specialist educational provision, and guidance at times of transitions should inform current service provision for this vulnerable group of individuals and their families.
    Language Speech and Hearing Services in Schools 07/2012; 43(4):521-35. DOI:10.1044/0161-1461(2012/11-0068) · 1.32 Impact Factor
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    Sarah Spencer · Judy Clegg · Joy Stackhouse
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    ABSTRACT: It is recognized that children from areas associated with socioeconomic disadvantage are at an increased risk of delayed language development. However, so far research has focused mainly on young children and there has been little investigation into language development in adolescence. To investigate the language abilities of adolescents from two different socioeconomic areas. The paper aims to determine if a higher proportion of adolescents from an area of socioeconomic disadvantage have low language scores when compared with adolescents from a relatively advantaged area. Six standardized language assessments were used to measure expressive and receptive language skills across vocabulary, syntax and narrative in two cohorts of 13 and 14 year olds: one cohort attending a school in an area of socioeconomic disadvantage (103 participants) and the other cohort attending a school in an area of relative socioeconomic advantage (48 participants). The cohort from the area of disadvantage performed significantly lower than the assessments' normative mean on all measures of language ability. There were significant differences between the two cohorts on four of the six language measures. More adolescents from the school in the area of socioeconomic disadvantage had standardized assessment scores that suggest hitherto undetected language difficulties. Results suggest that socioeconomic background is associated with language ability in adolescence as measured by standardized tests. In particular, adolescents from an area of socioeconomic disadvantage were at risk of low vocabulary scores. The advantages and disadvantages of using standardized language assessments are discussed and the implications for clinical and educational practice and for school level policies are highlighted.
    International Journal of Language & Communication Disorders 05/2012; 47(3):274-84. DOI:10.1111/j.1460-6984.2011.00104.x · 1.47 Impact Factor
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    Jenny Leyden · Joy Stackhouse · Marcin Szczerbinski
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    ABSTRACT: The role of language for learning is core across the entire school curriculum. Thus, children with speech, language and communication needs are at risk of underachieving academically. Research reports and policy drivers advocate the need for a whole school approach (WSA) to enhance children’s spoken language and communication skills, yet little is known about what it is like for schools to implement such a programme. Primary Talk is an example of a WSA, developed and piloted by the UK-based charity I CAN. This article presents an evaluation of what it was like for staff to implement a WSA in their schools. Head teachers and WSA coordinators from five schools were interviewed regarding the perceived benefits and challenges of implementing a WSA. Thematic analysis of the interview data indicated that the programme was worthwhile to implement and that it enhanced the use of visual support strategies and adult—child directed speech. The respondents also identified a number of challenges while implementing the programme relating to time constraints and maintaining the WSA as high profile in the context of competing demands in their schools.
    Child Language Teaching and Therapy 05/2011; 27(2):203-222. DOI:10.1177/0265659011398375 · 0.42 Impact Factor
  • Joy Stackhouse · Jannet A. Wright
    Child Language Teaching and Therapy 05/2011; 27(2):133-134. DOI:10.1177/0265659011404301 · 0.42 Impact Factor
  • Wendy Wellington · Joy Stackhouse
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    ABSTRACT: The majority of children with speech, language and communication needs (SLCN) are educated in mainstream classrooms where they can have difficulties with the language needed for learning. Although visual support in the classroom can help to scaffold children’s learning and socialization, many teachers feel ill equipped to use this. They do not feel confident enough to identify, differentiate and support children with SLCN. This article presents a training and mentoring programme delivered to teachers and teaching assistants (TAs) in seven mainstream primary schools. It involved a group training session outlining the nature and identification of children with SLCN, impact of SLCN on accessing the curriculum, and visual strategies and techniques for supporting learning. This was followed up by six, weekly mentoring sessions in the classroom with a speech and language therapist (SLT) or SLT assistant (SLTA). Pre- and post-training questionnaires and classroom observations were used to examine the impact of this programme. The observations were repeated after one school term to establish if the use of visual support had been maintained. Although there were differences between the teachers and TAs pre-training, they both increased their use of visual support strategies in the classroom post-training and maintained this one term after the training had ceased. The method and practical implications of this study are discussed.
    Child Language Teaching and Therapy 05/2011; 27(2):183-201. DOI:10.1177/0265659011398282 · 0.42 Impact Factor
  • Sarah Spencer · Judy Clegg · Joy Stackhouse
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    ABSTRACT: Assessing adolescent language skills poses significant challenges due to the subtle nature of language proficiency at this age, along with the high linguistic demands both academically and socially. As with young children, the current range of language assessments designed specifically for adolescents mostly includes standardized tests. This article explores how interviews can contribute to the assessment of adolescents’ language and communication skills. Two case studies of adolescents with previously undetected language difficulties are presented. The case studies show how the adolescents were able to reflect upon their language skills in an interview situation. Case studies also compare adolescents’ comments with the outcomes of standardized assessments. The interview allowed consideration of adolescent’s perceptions of strengths and difficulties, and identified possible barriers for these adolescents to both language intervention and education. Relationships between assessment and interview data are discussed and implications for assessment procedures are highlighted.
    Child Language Teaching and Therapy 07/2010; 26(2):144-162. DOI:10.1177/0265659010368757 · 0.42 Impact Factor
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    PhD Joy Stackhouse · Michelle Pascoe · Hilary Gardner
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    ABSTRACT: This paper illustrates a psycholinguistic approach to investigating children's speech and literacy difficulties by describing a “three-way” intervention plan for Jarrod, a 7 year old boy with unintelligible speech. First, a speech processing profile, a speech processing model and developmental phase models of speech and literacy were used to determine the relationship between his spoken and written language skills and what strengths could be built on in an intervention programme. Second, an analysis of the speech data was used to examine contributing factors to Jarrod's unintelligibility and what intervention targets might be selected to promote his speech, phonological awareness and literacy skills. Third, who might be involved in his intervention programme is suggested and what training might be needed to ensure appropriate interaction between child and listener in the therapy/teaching situation. A psycholinguistic approach can be helpful for children like Jarrod as it tackles speech and literacy simultaneously and has inbuilt assessments, monitoring and evaluation. The intervention can also be carried out by others and in groups. However, this approach needs to be combined with that derived from other perspectives (e.g. linguistic, educational, medical and psychosocial) to ensure a comprehensive management programme is carried out.
    International Journal of Speech-Language Pathology 07/2009; 8(3):231-244. DOI:10.1080/14417040600861029 · 1.24 Impact Factor
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    ABSTRACT: The development of phonological awareness (PA), the ability to reflect on the sound structure of words independent of their meaning, has been extensively explored in English-speaking children. However, this is not the case for other languages. The aim of this study was to develop a comprehensive PA test battery for German-speaking preschool children, considering psycholinguistic, linguistic, and cognitive aspects and to carry out analyses of its psychometric properties. Cross-sectional data from a sample of 55 children (CA 4;0-6;11 years) were collected. Preliminary findings confirm validity and reliability of the test battery, and support previous findings that PA develops from larger to smaller linguistic units. Phoneme-level tasks were consistently associated with letter knowledge. The new instrument is a promising tool for basic research (e.g. cross-linguistic comparisons of PA development) as well as for clinical and educational practice (e.g. planning speech and language therapy or literacy-oriented intervention).
    Clinical Linguistics & Phonetics 07/2009; 23(6):404-30. DOI:10.1080/02699200902770187 · 0.58 Impact Factor
  • Janet Lees · Joy Stackhouse · Gordon Grant
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    ABSTRACT: Part of a multimethod ethnographic study that aimed to explore the knowledge of local parents concerning children learning to talk is described. The study was carried out with parents from several different ethnic and language groups in a socially disadvantaged part of Sheffield, a large city in the northeast of England. In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge. This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities.
    Journal of Research in Special Educational Needs 06/2009; 9(2):91 - 99. DOI:10.1111/j.1471-3802.2009.01121.x · 0.53 Impact Factor
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    ABSTRACT: 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 school exclusions are associated with language impairment. In older children who are permanently excluded, expressive rather than receptive language impairment is more common and this is associated with increased rates of emotional problems (Ripley and Yuill, 2005). The language abilities of secondary age pupils at risk of permanent school exclusion who are still in mainstream educational provision have not yet been a focus of study. Fifteen pupils attending a mainstream secondary school located in an area of socio-economic deprivation were studied. All the pupils were at risk of permanent exclusion owing to significant behaviour problems. Measures of language and behaviour identified language difficulties in 10 of the 15 pupils, where five of these pupils had significant and severe language difficulties. In contrast, the remaining five pupils showed age-appropriate or typical language abilities. Although differences were identified in language abilities, severe behaviour problems were found in both the pupils with language difficulties and those with age-appropriate language. Mixed receptive-expressive language difficulties were more common than expressive only difficulties but these were not associated with a particular type of behaviour problem. For a high proportion of secondary age pupils at risk of permanent school exclusion, language difficulties are a factor in their behaviour problems and school exclusion. The preliminary findings are discussed with reference to the relationship between language impairment and behaviour problems, the criteria for defining language impairment in this population, the need for further research and potential implications for education and speech and language therapy.
    Child Language Teaching and Therapy 02/2009; 25(1):123-139. DOI:10.1177/0265659008098664 · 0.42 Impact Factor
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    ABSTRACT: International research findings have repeatedly confirmed the significance of speech and language processing skills and letter knowledge for successful literacy acquisition. However, the importance of these skills for early literacy success in German speakers remains uncertain. The present longitudinal study aimed to explore this issue. Sixty-nine German-speaking children were assessed in nursery a few months before starting school (mean age 5;11) and in Grade 1 (mean age 6;11) with tests of phonological awareness, rapid automatized naming, expressive vocabulary, grammar comprehension, letter knowledge, and nonverbal reasoning. Grade 1 assessments also included measures of reading accuracy, speed, comprehension, and spelling. The results confirmed that speech and language processing skills and letter knowledge before and around the time of school enrolment explain individual differences in early literacy development, with letter knowledge and phonological awareness emerging as most important predictors. No variance in literacy performance was uniquely predicted by nonverbal reasoning.
    Written Language & Literacy 08/2008; 11(2):103-146. DOI:10.1075/wll.11.2.02fri
  • Jannet A. Wright · Joy Stackhouse · Janet Wood
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    ABSTRACT: The recent focus on joint training programmes to support the development of interagency/interdisciplinary collaboration places considerable emphasis on interprofessional education at undergraduate and postgraduate level. It is therefore important to ensure that interprofessional learning is embedded in Continuing Professional Development (CPD) and that professionals across health and education who work together to support children with communication problems can develop a better understanding and appreciation of each other's roles (Wright et al., 2004). This paper presents the findings from a study of interdisciplinary training for early years practitioners aimed at improving identification, understanding and practical support for children at risk of language and literacy difficulties (Wood, Wright and Stackhouse, 2000). Specific activities designed to facilitate interdisciplinary learning are presented and what the practitioners on the courses took away in terms of knowledge, skills and attitude is discussed.
    Child Language Teaching and Therapy 06/2008; 24(2):155-171. DOI:10.1177/0265659007090292 · 0.42 Impact Factor
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    ABSTRACT: This study investigated the occurrence, nature, and severity of speech, language, and cognitive impairment in 76 children (61 males, 15 females) with isolated sagittal synostosis (ISS) aged 9 months to 15 years 7 months. There was no increased prevalence of global cognitive impairment in the group but there was a high prevalence rate of speech and/or language impairment with 28 (37%) displaying impairment of whom 20 (71%) had moderate or severe impairments that fulfilled the criteria for specific impairments. Prevalence rates were only increased for children over two years of age. Expressive language impairment occurred most frequently. Raised intracranial pressure, perineonatal risk factors, otitis media, or being operated were not associated with impairment. Surgery at a later age and a family history of speech and language impairment were both associated with impairments but numbers were small. The findings suggest that children with ISS are at an increased risk of developing speech and language impairment.
    Developmental Medicine & Child Neurology 02/2007; 45(1):34 - 43. DOI:10.1111/j.1469-8749.2003.tb00857.x · 3.51 Impact Factor
  • Sprachheilpädagogik: Wissenschaft und Praxis, 17. Kongress der Österreichischen Gesellschaft für Sprachheilpädagogik (Vol. 2, pp. 81-88)., Edited by K. Rosenberger & M. Ochoko-Stastny, 01/2007: pages 81-88; Österreichischen Gesellschaft für Sprachheilpädagogik (ÖGS) & Lernen mit Pfiff.

Publication Stats

708 Citations
49.16 Total Impact Points


  • 2002–2015
    • The University of Sheffield
      • Department of Human Communication Sciences
      Sheffield, England, United Kingdom
  • 2011
    • University College Cork
      Corcaigh, Munster, Ireland
  • 2009
    • University of Applied Science Fresenius
      Köln, North Rhine-Westphalia, Germany
  • 2007
    • Vienna University of Technology
      Wien, Vienna, Austria
  • 1995–1998
    • University College London
      Londinium, England, United Kingdom