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Speech and Language in the Classroom

Packages for Primary Schools

What we provide:

Infant & Junior Language Link

  • Standardised assessments to screen for problems understanding language, particularly focused on the language of the classroom.
  • Individual pupil recommendations, provision maps and class wide reports
  • Support materials, plans and record keeping for group work
  • Classroom support strategies and individual work
  • Online training
  • Find out more here:
    Infant Language Link | Junior Language Link

Speech Link

  • Screening tool to check if speech sound development is age appropriate
  • Recommendations for in school work or discussion with a speech and language therapist
  • Speech sound programs with supporting resources
  • Online listening games
  • Supporting materials and information
  • Find out more here: Speech Link

How to purchase:

Call our help desk on 0333 577 0784 or 01227 811835

You can buy online and view our current UK pricing and special offers in the Pricing Section.

Why these packages are needed:

Research has shown that in some areas 50% or more children have delayed speech and language skills when they enter school, and 10% (2-3 in every classroom) have long term communication difficulties. ICAN Talk Issue 2: 2006

Early speech, language and communication difficulties are a very significant predictor of later literacy difficulties Snowling 2006.

“At six years there is a gap of a few months between the reading age of children who had good oral language at five, and those who had poor oral language skills at five. By fourteen, this gap has widened to five years difference in reading age.” Hirsch 1996

Language Link includes many resources for working on vocabulary skills, including semantic linking activities, association and categories games.

Socially disadvantaged children can catch up with other children in language skills after just 9 months if their teachers are trained to have the right kind of conversations with them. Hank and Deacon 2008

7-11 year old children with poor reading comprehension made more progress in reading when provided with an intervention to develop oral language than when given an intervention directly targeting reading comprehension skills Snowling 2010