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girls in education, sub-saharan africa

Language can be a barrier for girls in education in Sub-Saharan Africa

Girls in education are at a higher chance of success at school in Sub-Saharan Africa if they can already speak ­­English – as taught language can affect academic accomplishment.
speech patterns, language learning

We develop our language learning skills through speech patterns

Looking at speech patterns throughout history, the processing of language is based on how frequently we hear sounds - which causes gradual language change.
multilingualism students, language learning

Link between multilingualism and better GSCE grades

Students who are multilingual – regardless of whether they are fluent or beginners in another language – scored higher in GSCE results.
childhood vocabulary, emotional regulation

Childhood vocabulary can predict future emotional regulation

A team find that expressive vocabulary at the age of 5-7 can predict likelihood of good emotional regulation, four years later.
guided play, teaching children

‘Guided’ play better for teaching children than direct instruction

Researchers find that play-based ‘guided’ learning through educational activities could be more beneficial for children’s development and skills.
Maternal education

Maternal education and Specific Language Impairment in children: Not a robust relationship

It has long been held that a mother’s education is a key factor in the development of their child’s language. However, the link may not be as strong as previously thought, writes Mabel L Rice
language and mental health, DLD

What is the genetic link between children’s language and mental health?

A new study suggests there may be genetic explanations for why some children with poor language also have poor mental health.
Specific Language Impairment (SLI)

Detecting Specific Language Impairment (SLI) in children

Mabel L Rice analyses the cause of Specific Language Impairment (SLI) and the need to identify it early on in children to provide a solution.
helping children to develop language

The role of parents’ in helping children to develop language

Bob Reitemeier, Chief Executive of I CAN, focuses on the crucial role of parents’ in helping children to develop language.
high school maths, quantative linguistics

Understanding and producing words with high-school maths

Professor R. Harald Baayen, Quantitative Linguistics, University of Tübingen, explains how we can understand and produce words with high-school maths.
language and communication needs

More action required to support young people with speech, language and communication needs

Leading organisations have come together to urge the Government to do more to improve support for children and young people with speech, language and communication needs (SLCN).
communication needs, empowering parents

Children with speech and language communication needs

Bob Reitemeier, Chief Executive of I CAN argues that empowering parents changes the conversation for children with speech and language communication needs.
research on newborn babies,

Research on newborn babies shows inbuilt ability to pick out words

A research study of newborn babies has revealed that humans are born with the innate skills needed to pick out words from a language.
Child Language Doctoral Program

Teaching grammar to children with Specific Language Impairment

Teaching children with Specific Language Impairment can be challenging. Professor Mabel Rice of the University of Kansas discusses some details
language skills

Mind the word gap: The difference in poor children’s language skills

Mary Hartshorne, Head of Evidence at I CAN explains the difference in poor children’s language skills when it comes to closing the word gap
baby learning

Boom in baby learning means future looks bright 

The early years of a child’s life are some of the most important when it comes to their development, and new research has revealed that parents are more proactive with baby learning than ever before

Speech, language and communication: Forgotten skills?

Mary Hartshorne asks if speech, language and communication are forgotten skills and gives a compelling response to this intriguing thought
early years education

Multimillion investment in early years education

Education Secretary sets his vision to support a child's early years education, in his first major speech on social mobility
Child Language Doctoral Program

Growing up with Specific Language Impairment

Growing up with Specific Language Impairment can impact a child's development in a number of ways. Professor Mabel Rice of the University of Kansas discusses the issues.
speech, language and communication needs

What next for children and young people with speech, language and communication needs?

Mary Hartshorne, I CAN’s Head of Evidence shares her thoughts on the report Bercow: Ten Years On and the next steps for children and young people with speech, language and communication needs

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