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Research on impairments in phonological skills underlying developmental dyslexia was instrumental in producing a major change in assessment practice for children with dyslexia, in particular for bilingual children who were previously significantly under-diagnosed. The assessment instrument developed, the Phonological Assessment Battery (PhAB), was the first such measure available to educational practitioners in the UK. Widely recommended in professional guidance, it remains the most commonly used phonological instrument by educational psychologists and teachers nationally. It has been used with nearly 38,000 children around the world in the period 2008-13 and a second edition is currently in preparation.
Research in dyslexia carried out within the Unit has had impacts on practitioners and services in education, health and welfare. Pioneering research by Dr Bahman Baluch and Dr Maryam Danaye-Tousi (University of Guilan, Iran) on Farsi, and the relationship between orthography and the process of learning to read, has made a significant contribution to the ways in which reading is taught in Iran throughout the curriculum. Research on a common underlying deficit in dyslexia by Dr Nicola Brunswick, which lead to her appointment as Trustee of the British Dyslexia Association (BDA), has helped improve services for people with dyslexia in the UK.
Having conducted novel research into developmental dyslexia amongst Japanese children, Professor Wydell led the development of the first Screening Test of Reading and Writing (STRAW- 1), a systematic/comprehensive tool for diagnosing children with dyslexia across primary schools in Japan. The test also identifies areas of cognitive deficits enabling appropriate intervention programmes tailored for each dyslexic child's needs. As the first and only standardised test available, nearly 9,000 institutions in Japan use STRAW-1, including educational authorities, primary schools, schools for special needs education, local children's welfare centres, hospitals, clinics, and universities.
The Centre for Research into Inclusion and Vulnerable Learners' research on dyslexia and multilingualism in schools (Tilly Mortimore, Mim Hutchings and Anny Northcote) has influenced the public policy of several Local Authorities in England and of the South African Association of Learning Differences (SAALED), through which it has also impacted upon the practice of teachers, psychologists and facilitators in both countries. Mortimore's research on dyslexia and learning style in higher education is part of her wider body of research in this field which has influenced the curriculum and policies of several UK universities, and has also made an impact upon the policy and training offered by professional associations such as the British Dyslexia Association (BDA) and Professional Association of Teachers with SpLD (PATOSS).
This case study demonstrates enhanced early literacy through the application of a novel music-based literacy programme (Tune Time) developed by the submitting unit. In two Year 1 classrooms that have implemented the intervention, children have benefited in terms of enhanced phonological awareness as a result of Tune Time. The benefit is disproportionately stronger for those with weaker pre-intervention literacy skills, thereby reducing variability in literacy levels in the classrooms. Teachers also benefit from improved pedagogical practice and educational outcomes.
The psycholinguistic framework for research and practice developed by Stackhouse and Wells is now a key component of the majority of UK speech and language therapy courses at undergraduate and postgraduate levels. In addition to influencing the design and delivery of course curricula in the UK, Europe, Australia, South Africa and USA, the framework is used in continuing professional development for speech and language therapists (SLTs), special needs teachers, and with parents. The resultant impact on clinical and educational practice, the assessment of children and the planning of therapy interventions can be seen across the spectrum of persisting speech difficulties, including those related to dyspraxia, dysarthria, dyslexia, cleft palate, Down Syndrome, stammering, specific speech and language impairments.
Literacy and language work reciprocally to support children's learning and attainment. Professors Morag Stuart and Julie Dockrell, in complementary and sometimes co-authored work, have had a substantial influence on the way children of all abilities and with a range of needs are taught to read and develop their broader oral language and literacy skills. Their work influenced national programmes in England on early reading, dyslexia and spoken language (National Literacy Strategy and National Curriculum) and speech, language and communication needs (the Better Communication Research Programme). Their findings provided educational professionals and speech and language therapists with the conceptual understanding that underpins good practice, and helped equip teachers to identify difficulties and intervene.
Approximately 3-6% of children in the UK have literacy difficulties and are at high risk of educational underachievement. Basic scientific investigation of reading and language development and disorders led to the design and evaluation of school-based interventions for children with language and literacy difficulties. The findings have fed into government reports on the teaching of literacy in schools, dyslexia and the assessment and monitoring of children's progress in phonics in the form of the nationally-introduced Phonics Screening Test. The interventions, delivered by teaching assistants, were implemented and evaluated in Cumbria and North Yorkshire. They are now recommended by the Department for Education and are commercially available from Down Syndrome Education International, and have influenced the procedures of the Special Educational Needs/Tribunal Service.
There are over 3 million dyslexic people in the UK. Without support, disproportionate numbers of dyslexic children end up with low literacy skills, unemployed, and with significantly higher incidence of mental health problems. Low literacy is a major cost both to schools and subsequently.
It is now well established that early identification and intervention is the most effective method of reducing these problems. Sheffield researchers have been pioneers in 'translational dyslexia' — developing theory and turning it into applied action. They were the first in the world to use the science of learning to develop a theory of dyslexia; the first to publish a normed screening test that could be used by teachers for effective early diagnosis; and the first to develop and validate a combined screening and support package that could be used by teachers for early intervention.
These innovations have led to impacts on a range of levels: the screening tests have been used for hundreds of thousands of children in the UK, and translated into eight further languages; and the interventions have been cited as examples of best practice for practitioners in England and Wales, and in India.
Research has produced an Interim impact on Speech and Language Therapists (SLTs) and Specialist Teachers who work with Children with Language difficulties. I-CAN, a major children's communication charity, embraced the research findings and associated resources to support their involvement in a nationwide study on pupils at risk of fixed-term or permanent exclusion.
Key findings from the study revealed that 90% of SLTs would change the way they would work; over 80% of pupils improved their confidence, behaviour and communication skills; 95% of parents reported an improvement in attendance; and fixed-term exclusions decreased by 21%.