Images from our projects:

random image of ELCISS project

ELCISS aims to enhance language and communication in secondary school children with primary language and communication impairment through narrative/storytelling and vocabulary enrichment.


  • Clegg, J., Hollis, C., Mawhood, L.. & Rutter, M. (2005). Developmental language disorders a follow-up in later adult life. Cognitive, language and psychosocial outcomes. Journal of Child Psychology and Psychiatry, 46, 2, 128-149.
  • Crystal, D. (1987). Teaching vocabulary: the case for a semantic curriculum. Journal of Child, Language, Teaching and Therapy, 3, 40-56.
  • Cunningham, A. & Stanovich, K. (1997). Early reading acquisition and its relation to reading experience and ability ten years later. Developmental Psychology, 33, 6, 934-945.
  • Davies, P., Shanks, B & Davies, K. (2004). Improving narrative skills in young children with delayed language development. Educational Review, 56, 3, 271-286.
  • Dockrell, J & Messer, D. (2004). Lexical Acquisition in the early school years. In R.A. Berman (Ed.), Language development across childhood and adolescence. Amsterdam:  John Benjamins Publishing.
  • Fazio, B., Naremore, R. & Connell, P. (1993). Tracking children from poverty at risk for specific language impairment: A 3-year longitudinal study. Journal of Speech and Hearing Research, 39, 611-624.
  • Joffe, V.L. (2006). Enhancing language and communication in language-impaired secondary school-aged children. In Ginsborg, J., & Clegg, J. (Eds), Language and Social Disadvantage.  London: Wiley Publishers.
  • Knox, E. (2002). Educational attainments of children with specific language impairment at year 6. Journal of Child Language Teaching and Therapy, 18, 2, 103-124.
  • Law, J., Lindsay, G., Peacey, N., Gascoigne, M., Soloff, N., Radford, J.,& Band, S. (2000). Provision for Children with Speech And Language Needs In England And Wales: Facilitating communication between education and health services. London: DfEE/DoH.
  • Leahy, M., & Dodd, B. (2002). Why should secondary schools come second? Bulletin, 601, 11-13.
  • Liles, B. (1993). Narrative discourse in children with language disorders and children with normal language: a critical review of the literature. Journal of Speech and Hearing Research, 36, 868-882.
  • Lindsay, G. and Dockrell, J. (2002). Meeting the needs of children with speech language and communication needs: a critical perspective on inclusion and collaboration. Journal of Child, Language, Teaching and Therapy, 18, 2, 91-101.
  • Nash and Snowling, M. (2006). Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods. International Journal of Language and Communication Disorders, 41, 3, 335-354.
  • Nippold, M. (12007). Later language development. School-age children, adolescents and young adults.  Austin-Texas: Pro-ed.
  • Parsons, S, Law, J., and Gasciogne, M. (2005). Teaching receptive vocabulary to children with specific language impairment: a curriculum-based approach. Journal of Child, Language, Teaching and Therapy, 21, 1, 39-59.
  • Ravid, D. (2004). Derivational morphology revisited: later lexical development in Hebrew. In R.A. Berman (Ed.), Language Development across Childhood and Adolescence. Amsterdam: John Benjamins Publishing Company.
  • Sim, I. (1998). One plus one equals three! Improving vocabulary acquisition and learning in pupils with speech and language impairments. Journal of Child, Language, Teaching and Therapy, 14,1, 83-93.
  • Snow, P. C., and Powell M. B. (2004). Developmental language disorders and adolescent risk: A public health advocacy role for speech pathologists? Advances in Speech-Language Pathology 6(4), 221-229.
  • Snowling, M.J., Bishop, D.V.M., & Stothard, S.E. (2000). Is preschool language impairment a risk factor for dyslexia in Adolescence? Journal of Child Psychology and Psychiatry, 41, 5, 587-600.
  • Snowling, M. J., Adams, J.W., Bishop, D.V.M., & Stothard, S.E. (2001). Educational attainments of school leavers with preschool history of speech-language impairments. International Journal of Language and Communication Disorders, 36, 2,173-183.
  • Snowling, M. J., Bishop, D. V. M., Stothard, S.E., Chipchase, B., & Kaplan, C. (2006). Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment. Journal of Child Psychology and Psychiatry, 47(8), 759-765.