Investigating language impaired children’s literacy skills

1. Josie Tulip and Dr. Lorna Hamilton (Supervisor) Investigating language impaired children’s literacy skills as part of the Wellcome Language and Reading project: My experiences as a researcher. Students as Researchers 2013

2. The Wellcome Language and Reading Project: What is it? • A longitudinal study which is currently examining language and reading development upon children with: • A family history of dyslexia; • Pre-school speech and / or language difficulties; • and • Children who are developing typically • It also examines: • The frequency and nature of reading difficulties of children with pre-school speech and / or language difficulties. • The persistence of pre-school speech and / or language difficulties. • The early signs of dyslexia pre-reading instruction. • The effect of home literacy activities on language and reading development.

3. What is language impairment? • Those affected by language impairments generally tend to exhibit: • Difficulty with speech sounds • Difficulty in communicating with others • Difficulty in understanding and using words in context

4. What is the ‘Home Literacy Environment’? • Literacy instruction in the home before children start school, which includes: • Reading books with and to children • Letter and word instruction (recognition, writing, letter sounds) • In addition to… • Library visits, magazines, tv and games • Child’s observed parental interest in reading

5. My research as part of the Wellcome Language and Reading Project • Aims: • To examine the effects of the home literacy environment upon emergent literacy between the ages 4-6. • To compare the contribution of the Home Literacy Environment with typically developing children who are socio-economically matched. • Participants: • 33 Language impaired children and 33 typically developing children, matched on socio-economic status. • What will be examined: • Reading comprehension • Decoding of words • What aspects of the HLE will be focused upon: • Storybook exposure • Direct Instruction

6. Results Ages 5 & 6 Age 4 Storybook exposure Reading Comprehension Direct Instruction Decoding of Words Language Impaired Children

7. Results Age 4 Age 5 Reading Comprehension Direct Instruction Decoding of Words Typically Developing Children

8. Results Age 4 Age 6 Storybook exposure Reading Comprehension Direct Instruction Decoding of Words Typically Developing Children

9. Implications • The effects of the home literacy environment significantly differ between language impaired and typically developing children. • Compared to language impaired sample, the typically developing children appear to significantly benefit from direct instruction at age 5, and story book exposure at age 6, in both reading comprehension and decoding of words. • Children with atypical language development derive less implicit benefit from a rich literacy environment.

10. My experiences with the project: My roles as a researcher • Literature review • Inputting data • Composing datasets • Analysing data But also… • Discussing ideas, findings and issues with fellow researchers • Presenting findings in papers and at conferences • Helping out with LOTS of admin work!

11. My experiences with the project: Who I met through conducting research Research Assistants PROJECT RESEARCHERS Field Researchers

12. My experiences with the project: What skills and experiences I have gained from conducting research I am now able to: • Conduct advanced statistical analysis (Syntax, regressions etc.) • Critically discuss practical and theoretical issues in research to a greater extent • Work as an independent researcher • Work as a researcher in a large project • Work in all aspects of what makes up a study (Admin, analysis etc.) • Confidently present findings in an accessible manner to both researchers in the field and individuals from different disciplines • Feel more confident as an academic and as a person!

13. My experiences with the project: Advantages to working as part of a large project It gives you more experiences than working on a singular, smaller research project because… • Other researchers can help pool ideas together to create efficient procedures and the best possible methodology. • You tend to have a bigger budget = potential to have more participants, and is suitable for long-term study of any factors. • A bigger project = more data = more opportunities to look into lots of different areas of that topic. • There is more support and perspective if you are struggling with something (e.g. data analysis, how to conduct a part of your data collection etc.).

14. What it takes to be a Researcher • Having a topic or area you are interested in knowing more about! • Having the dedication to work through the project and see the results. • Being open and keen to learning new things and acquiring skills to run the project. • To be a problem solver when things don’t go the way you’ve planned. • To work well with others, whether they are colleagues or participants! • A positive attitude.

15. Everyone should try being part of research because…! • It adds to the knowledge base within the field • You learn more about something you are passionate about or have an interest in • You gain invaluable skills both professionally and individually • It allows you to make contacts in your discipline (and possibly others) which you may not have got otherwise • Your findings could have real world implications to improving something!

16. Thank you for listening. Any questions? For any further enquiries about the project, please contact myself (josie.tulip@yorksj.ac.uk) or Lorna (l.hamilton1@yorksj.ac.uk). The link to the main project website: http://www.york.ac.uk/res/crl/old/wellcome.html