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Listening and Spoken Language

Pictures of children actively engaged in learning activities

Spoken Language is a key component of the primary national curriculum and is fundamental to children's language development and learning. The need for teachers to develop talk in its own right and also use talk as a means of learning is central to effective primary practice. In the past, Initial Teacher Education and CPD have focused on literacy (reading and writing) to the detriment of speaking and listening. However, research strongly supports talk as fundamental to learning and teaching. It has also been identified as an area where teachers feel less confident. This fully updated third edition of Unlocking Speaking and Listening tackles key issues surrounding spoken language with rigour, depth and a strong focus on research, providing education professionals with clear, practical strategies for engaging in purposeful talk, while also celebrating children's implicit understanding and love of the spoken word.

Drawing on recent classroom research, Unlocking Speaking and Listening considers what children and teachers need to know in order to develop as effective speakers and listeners. The book addresses:

Planning and assessing talk Drama and storytelling Working with EAL children Developing talk in Science and Mathematics Special educational needs Using technology to enhance children's communication

Two new chapters on the importance of talk to underpin children's reading development are also included.

With contributions from experts in the field, this vital and fully updated resource will help both trainee and practising primary teachers understand and promote the importance of speaking and listening as an effective tool for learning across the primary curriculum.

Deborah Jones and Pamela Hodson, Editors
New York, NY: Routledge, an imprint of the Taylor & Francis Group, 2018

First Things First: Ensuring Auditory Access describes six evidence-based strategies to help educators, speech-language pathologists, parents, and student teachers/clinicians ensure that a child with hearing loss is receiving auditory access to spoken language. The strategies focus on understanding what a child hears and facilitating the best hearing experience for a child prior to and during intervention or teaching sessions. Readers will learn skills related to understanding a child's hearing history and hearing technology (such as hearing aids and cochlear implants) as a foundation for the development of listening and spoken language. Strategies include collecting and reviewing case records, interpreting audiological assessment information, regular evaluation of device function, trouble shooting devices, and working collaboratively with the audiologist, First Things First: Ensuring Auditory Access and forthcoming books in the Listening and Spoken Language Strategies for Young Children with Hearing Loss series provide the how-to and evidence-base for strategies that help children with hearing loss learn to understand and use spoken language. Students, professionals and parents will find the strategies in this series helpful and easy to apply in meeting intervention objectives.

Helen M. Morrison
Fort Worth, TX: Recipe SLP, 2015
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