Earlier in this series I shared some common characteristics to help teachers and school leaders identify speech, language and communication needs (SLCN) and explained why support for SLCN is crucial to enabling pupils to access the curriculum and make progress. I also shared some proven strategies for supporting pupils with SLCN through quality first teaching (wave 1).
Before we focus on proven strategies for in-class differentiation (wave 2) and additional interventions (wave 3), and to conclude my discussion of quality first teaching strategies, I would like to add some further thoughts on the explicit teaching of vocabulary (see part four).
The Educational Endowment Foundation (EEF) report, Preparing for Literacy (2018), claims that there is relatively limited evidence about how best to improve vocabulary, but the existing evidence suggests that the following should be considered:
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