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Language for Thinking
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Table of Contents

Part One Introduction How to use this resource Part Two Assessment pictures and record sheets Assessment texts Part Three Scenarios Scenario texts Part Four Attendance sheet Worksheets Question symbols Frequently asked questions Assessment sample answers Assessment and scoring guides

About the Author

Stephen Parsons has worked as a Speech and Language Therapist for over 25 years. He trained in Australia, but has worked extensively in the UK. He is currently an SLT Team Manager in Hackney in London. He has a long term interest in vocabulary and has published research in the area. Anna Branagan has over 20 years' experience as a Speech and Language Therapist. Anna trained in Leeds and previously also worked in Hackney. She now practices in Gloucestershire and Worcestershire. In her specialist role she supports schools to develop inclusive practice to support children with speech, language and communication needs (SLCN). Stephen and Anna first worked together in a Language Unit in Hackney. This work inspired 'Language for Thinking: a structured approach for young children' (Speechmark, 2005). Despite now living and working some distance apart they have continued to collaborate. As well as training a number of schools and services they have presented 'Language for Thinking' and 'Word Aware' at a number of conferences and events nationally.

Reviews

"The recently published Language for Thinking: A structured approach for young children (The colour edition) is a great practical resource for busy clinicians working with primary school-aged children... Each scenario has more appealing colourful pictures, instead of the previous black and white pictures. It is suitable to use with a class, small groups or individually, and can easily be adapted as a school/home program.

The book contains a choice of two different assessments with accompanying record sheets for establishing a baseline and later reviewing progress. The clear structure enables progress to be easily monitored. There are examples of individual targets and how these can be applied across the curriculum. Worksheet templates are also included.

The 50 pictures/scenarios are presented with a range of questions at 3 language levels (A, B and C). These levels correspond with Blanks Levels, 2, 3 and 4... Each scenario also has a short story for children to read, allowing the task to also be used for reading comprehension (with or without the picture). Activities require little preparation and can be used for social communication groups.

In summary, this is an excellent practical resource based on Blanks Levels, targeting both spoken and written comprehension." - Claire Bolton van Weert, Speech & Language Therapist

"The resource is quick and easy to use and can be used with an individual child up to a whole class of children. Worksheets can easily be photocopied or printed off from the disc that accompanies the book and there is the added bonus of supporting materials online. Progress can also be measured with the three parallel assessments that are provided, which is key to current practice in both schools and therapy practices.
It is a key resource for differentiation across groups of children and provides a scaffold for less experienced practitioners to be able to differentiate through the simple levels presented."
- Jodi Lea-Trowman, Highly Specialist Speech and Language Therapist, Director of 'Love to Communicate'

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