LINK-UP
& LINK-S
Create language
friendly classrooms
Linking Language with Middle and
Upper Primary and Secondary School Learning
(LINK-UP and LINK-S) Program Manuals:
Resources for Speech Pathologists.
LINK-UP Program
The Linking Language with Middle and Upper Primary School Learning (LINK-UP) Program is a professionally collaborative approach to supporting middle and upper primary school students with language difficulty by creating ‘language-friendly’ classrooms.
About LINK-UP
In following this program, Speech-Language Pathologists can coach teachers in ways to modify the oral and written instructional language used in their regular classroom teaching practices. ​
LINK-UP is an adaptation of the Linking Language with Secondary School Learning (LINK-S) Program, an evidence-based approach to supporting secondary school students with language difficulty. ​
Inclusions
The LINK-UP Manual includes:
Background information: The nature and impact of language difficulty in middle and upper primary school children, and how professionals can work together to provide inclusive within-class support.
The program: A detailed framework of the program, and how it can be administered.
Resources: Many specific resources are included in the manual that are fundamental to the delivery of the program.
A CD: The CD has printable PDF files of all resources included in the Appendix section of the manual, such as handouts, forms and language strategy resources.
Sample Pages
The Sample Pages are:
Chapter 1: Supporting Middle and Upper Primary School Students with Language Difficulty (Page 22)
Chapter 2: The LINK-UP Program (Page 31)
Chapter 3: Direct Vocabulary Instruction (Page 44)
Chapter 4: Modifying Teachers’ Written Language (Page 71)
Chapter 5: Modifying Teachers’ Oral Language (Page 90)
LINK-UP Resources Appendices (Page 129)
LINK-S Program
The Linking Language with Secondary School Learning (LINK-S) Program is an evidence-based professionally collaborative approach to supporting secondary school students with language difficulties.
About LINK-S
The approach aims to create ‘language-friendly’ secondary school classrooms, by coaching teachers in ways to modify the oral and written instructional language used in their regular classroom teaching practices.
Reference: Starling, J., Munro, N., Togher, L., & Arciuli, J. (2012). Training secondary school teachers in instructional language modification techniques to support adolscents with language impairment: A randomised controlled trial. Language, Speech and Hearing Services in Schools, 43, 474-495.
View the abstract here.
Inclusions
The Manual includes:
Background information: The nature and impact of language impairment in adolescence, and how professionals can work together to support these young people.
The program: A detailed framework of the program, and how it can be administered.
Resources: Many specific resources are included in the manual that are fundamental to the delivery of the program.
A CD: The CD has printable PDF files of all resources included in the Appendix section of the manual, such as handouts, forms and language strategy resources.
Sample Pages
The Sample Pages are:
Chapter 1: Supporting Secondary Students with Language Impairment (Page 24)
Chapter 2: The LINK-S Program (Page 35)
Chapter 3: Modifying Teachers’ Written Language (Page 46)
Chapter 4: Modifying Teachers’ Oral Language (Page 64)
Chapter 5: Direct Vocabulary Instruction (Page 81)
LINK-S Resources Appendices (Page 118)
DLD in Older Children & Adolescents.
A FREE Booklet | Available in English and French.
About DLD in Older Children & Adolescents
This short booklet has been written for parents, teachers, professionals and the general community in order to raise awareness about the nature and impact of Developmental Language Disorder (DLD) in older children and adolescents.
Inclusions
This colourful 14 page booklet on Developmental Language Disorder (DLD) in older children and adolescents contains the following information:.
An explanation of the nature and impact of persistent DLD.
A description of the many different aspects of oral and written language difficulty that may be experienced by these young people, such as having a restricted vocabulary, having problems with expressive and receptive language, and with reading and writing. There is also a section addressing associated mental health and social skills problems.
For each of these areas there is a section containing a great many practical ways in which to provide support, whether you are a parent, a teacher, or a professional who may encounter a young person with DLD.
Sample Pages
About the Author
Dr Julia Starling PhD is an Australian speech-language pathologist who has extensive experience developing and implementing interventions for supporting young people with Developmental Language Disorder/Language Disorder. She maintains an active interest and involvement in resource development and research projects.
FAQ'S
What is the best way to buy multiple copies?
FOR ORDERS OF 12 or MORE copies of the MANUALS and for OVERSEAS ORDERS of more than THREE copies please email connect@thedldproject.com.