Sample subjects through the key stages

This chapter begins by considering the impact of receptive and expressive language difficulties upon speaking and listening, science, history and geography at Key Stages 1 and 2. <target id="page_52" target-type="page">52</target>Speaking and Listening: Key Stage 1 https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> Difficulties which might be experienced by children with limited receptive language The impact of receptive and/or expressive language difficulties on the responses made by pupils 1. Understanding stories at word/sentence/text level. 1. Poorly developed language skills can inhibit story telling, accounts of personal experience, etc. 2. Lack of awareness of the range of appropriate styles of verbal and non-verbal interaction. 2. Expressive language difficulties minimise opportunities for verbal interaction. 3. Difficulties with listening and attention and poor memory skills. 3. Poor memory skills impact on all areas of expressive language. 4. Poor social interaction skills, e.g. judgement of social situations, turn-taking, awareness of listener's needs. 4. Poor use of language in social situations, e.g. choice of language, style of language and how to start/finish a conversation. 5. Poor understanding of grammatical forms and how these can change meaning. 5. Poor expressive language limits the expression of meaning. 6. Poor understanding of question forms, e.g. when, what, who, why, how, which. 6. Asking for information is difficult without being able to use question forms. 7. Poor understanding of the rules of putting sounds together in words has an effect upon how words are restored in one's ‘internal dictionary’. 7. Poor pronunciation interferes with communication and impacts on literacy acquisition. <target id="page_53" target-type="page">53</target>Speaking and Listening at Key Stage 2 and beyond https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> Difficulties which might be experienced by children with limited receptive language The impact of receptive and/or expressive language difficulties on the responses made by pupils 1. Difficulties with understanding abstract ideas. 1. Poorly developed language skills can inhibit story telling, accounts of events and procedures. 2. Poor ability to predict. 2. Poor ability to predict can inhibit the development of constructing a range of responses. 3. Poor social judgement skills inhibit the development of insight and the teacher's use of non-literal language may not be understood. 3. Spoken language remains at a literal level and this makes a major impact upon narrative and poetry. 4. Poor general understanding produces difficulties with salience. 4. Lack of understanding of salience produces irrelevant and inappropriate responses and changes of topic. 5. Poor understanding of aspects of language, e.g. metaphor, inference, idioms. 5. Production of tangential inappropriate and irrelevant responses. 6. Lack of understanding of complex meanings, particularly the decontextualised language of the classroom. 6. Lack of understanding affects insight which compromises the ability to evaluate, understand role, share ideas and opinions and empathise. 7. Poorly developed memory skills reduce the retention of verbal material. 7. Phonological skills impact on all areas of spoken language and literacy acquisition. 8. Lack of awareness of listener's needs. 8. Poorly developed skills of clarification, initiation and termination of topics of conversation result in the breakdown of these conversations. 9. Poor understanding of question forms. 9. Poor ability to ask questions for (a) getting help and (b) eliciting information.Some children may not realise that they have failed to understand and need to ask a question. <target id="page_54" target-type="page">54</target>Science Key Stage 1 https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> Difficulties which might be experienced by children with limited receptive language The impact of receptive and/or expressive language difficulties on the responses made by pupils 1. Failure to understand question forms. 1. Inappropriate responses and an inability to use question forms. 2. Lack of understanding of the language of science. Finding it confusing that words can have a scientific meaning as well as an everyday meaning. 2. Poor ability to respond appropriately to instructions for specific tasks. This may be a memory problem and/or a difficulty with the complexity of the language that is used. 3. Poor generalisation of knowledge. 3. Inability to predict and to use language to mediate in problem solving. 4. Lack of understanding of language associated with firsthand experience, e.g. specific vocabulary for the topic. 4. Word-finding difficulties may disrupt verbal expression. 5. Failure to understand and appreciate analogy. 5. Failure to recognise hazards and risks when working with living things and materials. 6. Lack of understanding of the language of cause and effect. 6. Poor sequencing makes it hard to follow through an experience in a prescribed order. Science Key Stage 2 and beyond https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> Difficulties which might be experienced by children with limited receptive language The impact of receptive and/or expressive language difficulties on the responses made by pupils 1. Difficulties with understanding cause/effect and salience. 1. Impacts on verbal reasoning and difficulties with formulating questions. 2. Difficulties with understanding inference with both first hand experience and the use of secondary sources. 2. Impacts on verbal reasoning and appropriateness of response. 3. Difficulties with generalising knowledge and understanding analogy. 3. Inability to mobilise general knowledge and their ability to apply it to a specific problem. 4. Poor conceptual understanding. 4. Impacts on the application of science to relevant areas, e.g. personal health. 5. Poor understanding of vocabulary. 5. Limits ability to describe and explain, e.g. the behaviour of living things, materials and processes. <target id="page_55" target-type="page">55</target>History Key Stage 1 https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> Difficulties which might be experienced by children with limited receptive language The impact of receptive and/or expressive language difficulties on the responses made by pupils 1. Failure to understand even the most basic language, e.g. that objects have labels, inhibits the building of an understanding of the world. 1. Impacts on links between objects and events on salience, cause and effect, on inference, generalisation of knowledge. 2. May learn in a rote fashion, e.g. stories about the lives of people. 2. Unable to draw any useful conclusions or appreciate the relevance of information. Responses will therefore be superficial. 3. Difficulties with time concepts and placing themselves within a time frame even within the present, the understanding of sequences and relevant vocabulary, e.g. before/after. 3. Difficulties with using the common time frames of history teaching, e.g. ‘yesterday’, ‘when my grandma was very young’. 4. Poor understanding of cause and effect. 4. Inhibits explanations of why people did things and the outcome of that action. History Key Stage 2 and beyond https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> Difficulties which might be experienced by children with limited receptive language The impact of receptive and/or expressive language difficulties on the responses made by pupils 1. Difficulties with time concepts and an internal sense of the passing of time. 1. Impacts on the ability to place people and events within a chronological framework. 2. Failure to understand different kinds of vocabulary (concepts, labels, etc.) inhibits the building of a knowledge of the world. 2. Impacts on the development and expression of ideas, beliefs and attitudes. 3. Poor understanding of cause and effect. 3. Inhibits the ability to formulate and express descriptions and the identification of reasons for and results of historical events, situations and changes. 4. Difficulties with salience and generalisation. Also with using language to mediate in the process of verbal reasoning. 4. Impacts on description and the formulation of links between main events, situations and changes. 5. Difficulties with verbal memory. 5. Inhibits recalling, selecting and organising historical information. <target id="page_56" target-type="page">56</target>Geography Key Stage 1 https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> Difficulties which might be experienced by children with limited receptive language The impact of receptive and/or expressive language difficulties on the responses made by pupils 1. Difficulties with understanding question forms, particularly question words. 1. Difficulties with framing appropriate questions to elicit relevant information, e.g. where/what? 2. Difficulties with understanding different kinds of vocabulary inhibits the building knowledge of the world. 2. Inhibits the awareness of the world beyond their own locality.

Inhibits appropriate use of the spatial vocabulary linked with the exploration of surroundings.

Produces difficulties in formulating judgements in order to compare and contrast and express views.

3. Difficulties with verbal memory. 3. Difficulties with following directions, e.g. ‘in front’, ‘near’, ‘far’,‘north’. 4. Difficulties with understanding cause and effect. 4. Difficulties with generating hypothesis, e.g. about the effects of weather on people and surroundings. Geography Key Stage 2 and beyond https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> Difficulties which might be experienced by children with limited receptive language The impact of receptive and/or expressive language difficulties on the responses made by pupils 1. Difficulties in understanding question forms, particularly question words. 1. Difficulties with framing appropriate questions to elicit relevant information, e.g. ‘does it?’, ‘can it?’ 2. Difficulties with understanding different kinds of vocabulary. 2. Impacts on the ability to analyse evidence, draw conclusions and communicate ideas. Also to compare and contrast localities. 3. Difficulties in understanding links between words, ideas, events. 3. Inhibits the awareness of the world beyond their own locality. 4. Difficulties understanding inference and salience and making generalisations. 4. Impacts on the awareness of the characteristics of localities, similarities/differences, change and the broader context.