The dialogue between teacher and student that underpins learning frequently involves students being asked questions. However, a significant proportion of children find it difficult to understand these increasingly complex questions, including those with autism, social communication disorder, Developmental Language Disorder and learning difficulties. They may be able to understand simple and direct language, but when required to ‘read between the lines’ they struggle. This difficulty with questions may an impact on their understanding of social situations as well as reading comprehension.
Language for Thinking is a structured approach to develop children’s language from the ‘here and now’ to the ‘how and why’. 50 black and white drawings form the backbone of the resource. Written scenarios and question sheets are provided so adults can ask carefully promote children’s verbal reasoning and thinking skills.
The resource can be used flexibly with whole classes as the basis of a literacy lesson. With small groups or individual children it can be used as an oracy or literacy task.
It is most applicable for use by Class Teachers working with 4-7 year old children as well as Special Educational Needs Teachers, Teaching Assistants, Learning Support Assistants and Speech and Language Therapists / Pathologists working with children from 4 up to 11 years and more.
The Routledge Speechmark website has downloadable resources that accompany the book. You need to own a copy of the book and have it handy, in order to login. Click on ‘Sign in or Request access’. Then ‘Request access’.
Amazon reviews for Language for Thinking (original version)
This book is really good to develop listening, explaining and thinking skills.’
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Used to assess and then support children. Teaching Assistants are confident following the structure and have seen development in language already. It was recommended by SALT and a good purchase.’
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Recommended for children with language difficulties by a specialist support teacher, I have used this system with a variety of primary school children both 1 – 1 and in small groups. It is simple to use, easy to monitor and show progress and has helped children’s comprehension and inference skills. I would make sure you have a copy in school and have it as an on-going intervention with those children who struggle with understanding, processing, inference etc. Nice assessment to do at the beginning and end of each section to show progress.’
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