Closing The Word Gap: The Story So Far

Kate Freeman considers the word gap, evidence so far and asks what can be done to help disadvantaged children improve language skills.

What is the word gap?

The ‘word gap’ is the term given to the difference, identified in the Hart and Risley (1995) study, between the number of words heard by the average child growing up in a more prosperous family and those heard by the average child growing up in disadvantage. The study identified that the difference was approximately 30 million words by the time the children were four years old ie. three milion words a year, versus eleven million words spoken by more advantaged parents to their children.

Although there has been some debate about how closely the Hart and Risley study reflects what is happening in the UK in 2018, it is clear that many children who grow up in more disadvantaged families have speech, language and communication skills that are not at the level expected of their chronological age: British studies show that in excess of 50% of children starting school in more disadvantaged areas are behind in the area of communication and language (Lee, 2012). This gap isn’t fully closed by the time children enter school, with disadvantaged children trailing more advantaged children by sixteen months in their vocabulary, a gap much larger than in their other cognitive skills (Waldfogel and Washbrook, 2010). Moreover, this gap increases by an additional six months over the primary school years (Save the Children, 2014).

What impact does it have?

It is known that children with higher levels of vocabulary when they start school do better in SATs at year 6 (in both English and maths), better at GCSEs (The Communication Trust, 2013) and have better outcomes in adulthood (Feinstein, 2003).

Children who have poor ongoing speech, language and communication skills, on the other hand, can struggle as adults to find employment, be in long-term relationships and may have mental health problems (I CAN, 2006). In fact, there is a higher proportion of people with speech, language and communication needs in the population of young offenders (between 66 and 90%) than in the general population (10%) (Bryan, Freer and Furlong, 2007).

Good speech, language and communication skills are cited as the key factor in whether children escape from poverty (Blanden, 2006).

What else do we know about it?

We do know that early intervention is important: Children whose speech, language and communication needs were resolved by the age of 5 and a half years old, went on to have the equivalent outcomes at GCSE as their peers who had never had such difficulties, in a study by Bishop and Adams in 1990.

Children whose language skills are supported pre-school or at school can make remarkable progress.

Who is helping?

The main focus of support for closing the word gap is in the early years:

In recognition of the role of communication and language in supporting social mobility, the Government has committed to a range of programmes that focus on early language learning in preparation for school. Education Secretary, Damian Hinds, has identified the word gap as a national scandal and has pledged to halve the number of children who struggle with early talking and reading skills by 2028.

The new Early Years Foundation Stage (EYFS) early learning goals currently being piloted continue to reflect communication and language as a core part of the curriculum. Communication-related early learning goals apply in the areas of communication and language; personal, social and emotional development; literacy; mathematics; understanding the world; and expressive arts and design.

National statistics continue to be collated to identify children who are at a good level of development at the end of the early years foundation stage. This provides a national picture of, not only those who achieve expected levels in the three prime areas, but those who achieve good levels of communication and language. Results can then be compared across demographic groups.

The reception baseline assessment (planned to be introduced in 2020 and currently being developed by the National Foundation for Educational Research) focusses on two key areas, one of which is communication, language and literacy.

Public Health England’s programme ‘Giving Every Child the Best Start in Life’ includes priority areas for children being ready to learn at two and ready for school at five. Reducing inequalities in speech, language and communication development is identified as a Best Start in Life priority.

In addition, many local authorities are recognising the need to close the word gap in their area and are working on their own, or with key partners to develop area-wide strategies. These strategies can include access to training, provision of packages of intervention, work with parents and involvement of a range of professional groups including speech and language therapists, health visitors, early years practitioners.

Do we know that it works?

There is good evidence around what works both with individual children (Broomfield and Dodd, 2011), with small groups of children in settings and on an area-wide basis. Programmes such as Stoke Speaks Out have managed to reduce the incidence of poor speech, language and communication at school entry from 70% to 54.5% in just a few years (Nursery World, 2008).

Small group interventions are available that accelerate children’s communication and language skills by six months over a nine-week period (I CAN, 2015). The Communication Trust’s What Works website has full details of evidenced programmes that make a difference to children’s communication and language development and to those children who struggle.

England–wide research carried out by the children’s communication charity, I CAN and the Royal College of Speech and Language Therapists identified a range of existing good practice and practical opportunities to make changes. A dedicated Bercow 10 website contains detailed information on key recommendations and how different individuals and organisations can support these to become a reality.

What can we do to help?

The first step is acknowledging the issue and being prepared to do something about it in whichever role you work in.

The various websites and contacts identified above will help and there are now many organisations who are working to close the word gap.

In addition, Hempsall’s is running a seminar for people thinking about what they can do to help. Whether you are a lead in a local authority, headteacher, early years head or work in a children’s centre or early years setting, there will be an opportunity to hear the experience of Stoke Speaks Out, Warwickshire’s Time to Talk programme, Bercow 10 and Bradford Better Start. There will also be plenty of time to network and to talk to the exhibitors, including the National Literacy Trust, Elklan, Easy Peasy and I CAN.

Each seminar participant will receive a free briefing paper identifying key considerations for developing your own strategy to close the 30 million word gap.

We look forward to seeing you at the seminar on 20 September.

In his 2011 report, Graham Allen stated that ‘The traditional model — waiting until problems become apparent, paying for programme delivery and assuming good outcomes will follow — is no longer enough’.

Communication is crucial — what can you do to support the word gap?

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References

Allen, G (2011) Early intervention: the next steps. An independent report to HM Government, London: Cabinet Office

Bishop and Adams (1990) A prospective study of the relationship between specific language impairment, phonological disorder and reading retardation, Journal of Child Psychology and Psychiatry 31

Blanden, J. (2006) Bucking the trend — what enables those who are disadvantaged in childhood to succeed in later life? Department of Work and Pensions — working paper no 31

Broomfield, J & Dodd, B (2011) Is speech and language therapy effective for children with primary speech and language impairment? Report of a randomized control trial. International Journal of Language and Communication Disorders

Bryan K Freer J and Furlong C (2007) Language and communication difficulties in juvenile offenders International, Journal of Language & Communication Disorders, Vol. 42, №5, Pages 505–520)

The Communication Trust, 2013 From the Communication Trust — briefing to the Lords regarding Children and Families Bill (December 2013):

Feinstein, L. (2003) Inequality in the Early Cognitive Development of British Children, Economica vol. 70

Hart and Risely (1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.

I CAN (2006) The Cost to the Nation of Children’s Poor Communication (2006) and Law et al (2000) Provision for children’s speech and language needs in England and Wales: facilitating communication between education and health services, DfES research report 23

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Kate Freeman is a qualified speech and language therapist with over 25 years’ experience working directly with children and leading an education charity. She specialises in the early years and has provided expert guidance to create a large number of training programmes and activities for early years practitioners, teachers, SENDCos, managers and parents, including managing the national Early Language Development Programme.

Kate is currently working with Hempsall’s and Children’s Centre Leader, disseminating good practice with a focus on SEND and working with voluntary and statutory sector organisations.

Children's Centre

Children's Centre Leader - thought, policy and practice for everyone in early help, children's centres and linked services. Download the pdf at: www.chcentreleader.com

Children's Centre Leader

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Children's Centre

Children's Centre Leader - thought, policy and practice for everyone in early help, children's centres and linked services. Download the pdf at: www.chcentreleader.com

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