Post Primary - Speech, Language and Communication

Age 11 -16

Research has shown that speaking and listening can be beneficial for low attaining pupils, newcomer pupils and those from more disadvantaged backgrounds and if speaking and listening difficulties are not addressed, pupils may display behavioural issues, become more withdrawn and mental health may be impacted.

Therefore, appropriate teaching of higher order speaking and listening skills through group discussions, individual talk, debates, summarising and clarifying can help pupils develop the necessary skills to communicate and extend their vocabulary, whilst preventing the possibility of behavioural issues.

Pupils may appear to display speaking and listening difficulties however this could be due to shyness as opposed to a specific difficulty, or the pupil may be learning English as an additional language. There is also the possibility of co-morbid conditions, such as Dyslexia, Attention Deficit Hyperactivity Disorder, Developmental Language Disorder, Dyspraxia and Autism. 

Receptive Language Difficulties

A pupil may continue to struggle to understand spoken language in the post primary sector, especially as the language becomes more complex and topic-related vocabulary is introduced.

Indicators of listening difficulties and their impacts Recommendations for Reasonable Adjustments
The pupil may have a difficulty following class discussions and debates and as a result may repeat information already provided 
  • Use scaffolding and prompts before the pupil shares his / her thoughts by recapping and summarizing what has already been said by previous pupils 
He / she may have a difficultly understanding subjects due to the complexity of the language
  • Teach subject-specific language
  • Teach tier 1, 2 and 3 vocabulary
  • Provide visual prompts for words
  • Provide a written and recorded or digital glossary of terms that a pupil will need to develop his / her study in the specific subject. Posters on walls containing key information for prompts
  • Ask a pupil for clarification of words and their meaning to see if he / she understandsProvide visual prompts for words
The pupil may have to spend extra time researching information to fully understand revision issues
  • Teach revision techniques
  • Demonstrate how to highlight key information
  • Introduce the pupil to accessibility tools to aid study skills
The pupil may find discussion groups challenging as he / she is unsure of what has been asked of him / her
  • Where and when appropriate, reduce the number of pupils involved in discussions and debates by putting the class into smaller groups
  • Provide a buddy who can clarify key ideas

The pupil may be stressed when it comes to completing homework:

  • Homework submitted late
  • Incorrect homework submitted
  • Allow a pupil to record his / her homework verbally on a device, such as Read and Write Texthelp, or take a photograph of the homework:

Read and Write Quick Reference Guide for Google Chrome

Read and Write for Windows Support Tools for Students with Dyslexia 

  • Ensure the pupil understands his / her homework
  • Write the homework on an online platform that the school uses, such as, Google Classroom
  • Teach the pupil how to use a physical or online diary to accurately record his / her homework tasks and the due dates
Expressive Difficulties

A pupil with expressive language difficulties will continue to find it difficult to engage in learning. He / she will require significant support to develop his / her vocabulary and be encouraged to engage in group discussions. 

Indicators of speaking difficulties and their impacts Recommendations for Reasonable Adjustments

The pupil is unsure of the protocol of a discussion, and he / she struggles to know how to select or find appropriate information for answers 

He / she may misuse words when explaining or describing something during discussion

Pupil may have limited vocabulary and be reluctant to speak
  • Set clear and expected outcomes before a discussion outlining appropriate turn-taking, listening and behaviours 
  • Scaffold information by providing visual aids or graphic organisers to help make answering questions easier   
  • Provide sentence structure prompt lists
  • Provide rehearsal time with direction and guidance before a pupil has an oral assessment 
  • Where appropriate, an adult can record themselves reading a text or speech so the pupil can listen back as he / she searches for information
  • The pupil can keep a visual representation of the new word ‘personalised notebook’ 
  • Ensure the pupil knows the meaning of words. Do not assume
The pupil may lack understanding of subject specific words
  • Teach words that are commonly misspelled 
  • Teach tier 1, 2 and 3 vocabulary
  • Teach any new subject-specific words as a reference and help with revision 
  • Provide vocabulary lists that the pupil can refer to when delivering or planning a speaking activity
  • Use the vocabulary list tool on Read and Write to construct personalised vocabulary list
  • Use Read and Write tools to access a document,

Texthelp Video: How to use Read and Write tools 
  • The pupil may refuse to speak in front of the rest of the class:
    • May not feel he / she can contribute to the school environment
    • Can feel embarrassed if he / she has forgotten information
    • May not contribute to discussions due to fear of losing his / her train of thought
    • May find it challenging remembering what he / she wants to say 
  • Encourage discussions in smaller groups where the pupil may feel more comfortable or provide the opportunity for the pupil to deliver his / her presentation in a one-to-one setting
  • A pupil may feel more confident speaking to others when it is a topic, he / she is interested in
  • Allow a pupil with working memory difficulties to deliver his / her point in bullet point fashion rather than trying to construct sentences
  • Bring a pupil back to his / her point through directed questions 
  • Teach how to create and make use of speech or note cards and how these can be a visual prompt to help a pupil stay on task and remember the information he / she wants to share. See Read and Write Voice Note tool 

The pupil may have a difficulty using appropriate language in each setting (formal speech, debate language)

His / her discussions may sound more informal and conversational rather than in the format of a presentation
  • Provide opportunities to expand a pupil’s vocabulary by using and teaching synonyms
  • Teach and give examples of the language that should be used for different forms of speaking environments (refer to tiered vocabulary)
The pupil may lack higher verbal and vocabulary skills compared to peers
  • Recognize and give appropriate praise when a pupil uses a higher level of vocabulary
  • Teach the dos and don’ts when public speaking. Make use of classroom assistants to support these strategies
  • Pair the pupil with a friend. Encourage and support the pupil with praise when he / she contributes to discussions and show the pupil that the contribution is valued and appreciated

 

Vocabulary Development

Communication can continue to cause difficulties for any pupil in post primary who possesses a limited vocabulary. This can in turn impact on the pupil’s self-esteem and on his / her reading comprehension and written expression. The vocabulary used in each subject area can be complex, therefore it is important that vocabulary development is prioritised and planned for as new topics are introduce. The development of word meaning (semantic knowledge) will in turn aid reading development.

Vocabulary Instruction

New vocabulary should be introduced explicitly in a clear and detailed manner. 

It is important that the specific vocabulary required for curricular topics or a text that is being read, is taught as this will help pupils understand its meaning. Read and Write have a vocabulary tool where a word list can be created and personalised to the pupil. 

Teach pupils how to spell new vocabulary as it improves their likelihood of remembering the pronunciation and meaning of words and helps develop confidence using unfamiliar words in their own writing.

Language Development Through Reading

Reciprocal Reading will provide the pupil with an opportunity to explore and discuss a text in the security of a small group. Use open-ended questions, such as ‘who, what, where, when, why, how’ to extend thinking and increase opportunities for vocabulary instruction. 

Making connections between the text and pupils’ life experiences (autobiographical memory) creates opportunities for meaningful discussion and establishes links in long-term memory. 

Speaking and Listening

Provide opportunities for pupils to articulate their ideas before they begin to write. Pupils with working memory difficulties will benefit from using a voice recorder to record their ideas so they can access them as often as they need. 

Collaborative learning provides an opportunity for developing speaking and listening skills, but effective collaboration requires support and practice. It is most effective when structured opportunities are provided for pupils to participate in carefully designed tasks. 

Phonology

There will be pupils who transfer to post primary schools who still have ongoing difficulties with phonology. Teaching orthographic awareness through word patterns may continue to be beneficial, as it enables pupils develop their visual memory of patterns in print. The role of morphology and etymology becomes more significant as pupils learn the meaning of a word, the parts of a word, the origins of a word within the context used. Pupils with continued difficulties will require access to by-pass strategies through use of accessibility tools.

Signposting for Free Professional Learning Modules

The following professional learning modules may be helpful for additional information regarding the strategies recommended in this chapter. They are provided by the Literacy Service and are available through the Children and Young People's Services Professional Learning Programme, which is hosted on the EA website. The access code to the courses is updated each year and shared with your Principal in September: 

Bibliography and References

Children of the Millennium: Understanding the course of conduct problems during childhood. NHS Cambridge Community Services Speak Up Salford Speaking, Listening, Learning 

Coskun, H. and Uzunyol-Kopru, M. (2021) Communication and Behaviour by Gateshead Council and Education Gateshead

Gutman, L. M., Joshi, H., Khan, L., Schoon, I. (2018), An overview of listening skills of secondary school students: Barriers and suggestions. Education Endowment Foundation. 

Quigley, A. & Coleman, R. (2018) Improving Literacy in Secondary Schools - Guidance Report, The Education Endowment Foundation (EEF), England