How to empower teachers working with children with language impairments: why a ‘just-in-time’ model might work
TL;DRAbstract
Children who experience any form of language difficulty or delay are a highly vulnerable group in mainstream schools. Language difficulties can affect social and emotional development (Botting and Conti-Ramsden 2000) and academic achievement (Conti-Ramsden et al. 2009), including literacy achievement (Snowling et al. 2001), and they may result in lowered social self-esteem, at least until the end of compulsory schooling (Lindsay, Dockrell and Palikara 2010). Difficulties with language often impact on children's educational achievement because of the role played by expressive and receptive language skills in understanding oral and written language, and because of the importance of efficient phonological processing in learning to decode and encode writing.
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Children who experience any form of language difficulty or delay are a highly vulnerable group in mainstream schools. Language difficulties can affect social and emotional development (Botting and Conti-Ramsden 2000) and academic achievement (Conti-Ramsden et al. 2009), including literacy achievement (Snowling et al. 2001), and they may result in lowered social self-esteem, at least until the end of compulsory schooling (Lindsay, Dockrell and Palikara 2010). Difficulties with language often impact on children's educational achievement because of the role played by expressive and receptive language skills in understanding oral and written language, and because of the importance of efficient phonological processing in learning to decode and encode writing.
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