UCL Psychology and Language Sciences


Clone of CSLIR Talks and Events with Announcement Sample

The Centre for Speech and Language Intervention Research (CSLIR) would like to invite you to join us for a session of talks and discussion under the theme of 'Vocabulary Development'.

Date: Wednesday 20 June 5-6.30pm

Location: Room B01, Chandler House, University College London, 2 Wakefield Street, London, WC1N 1PF

- Dr Danielle Colenbrander (University of Bristol): The role of vocabulary in reading comprehension

Knowledge of word meanings is crucial for understanding written text. In this talk, the speaker will describe the relationship between vocabulary knowledge and reading comprehension. She will then provide an overview of what research studies have taught us about successful vocabulary instruction. In particular, she will outline key elements of successful vocabulary instruction, principles for choosing which words to teach, and how to increase the chances that vocabulary instruction will have an impact on reading comprehension.

- Dr Hannah Dyson: Teaching vocabulary: does it work, does it make a difference, and is anyone listening?

Children’s vocabulary knowledge is fundamental to their understanding of language, and research has demonstrated a positive correlation between vocabulary levels and outcomes in educational attainment (Lee, 2011). The Wonderful Words programme, which was used in a study to teach a small number of words explicitly and in-depth to the lowest quartile of participants, has been shown to be effective in improving understanding of taught words (Dyson, Best, Solity and Hulme, in press). Further research has demonstrated that children’s knowledge of the meaning of words which have irregular grapheme-to-phoneme correspondence impacts their ability to read those words (Dyson, Best, Solity and Hulme, 2017). This bolsters the argument for teaching vocabulary, as knowledge of words arguably impacts not only oral language but also literacy skills. But how do these insights from research translate into educational practice? Is vocabulary development prioritised by professionals working with children? What are the barriers to implementing vocabulary teaching programmes in the “real world” and how can these barriers be overcome? In this talk, the speaker will draw on findings from her PhD and her experience as a Speech and Language Therapist to discuss bridging this gap between theory and practice.

- Stephen Parsons (Thinking Talking): Vocabulary development in primary aged children

Teachers in the UK have long been aware that many students do not have the vocabulary required to access the curriculum, but because of curriculum constraints many educators have had limited capacity to address this.  In recent years factors such as the updated English primary National Curriculum (2014) and the demanding vocabulary required to access the 2016 Key Stage 2 English SATS paper have raised the profile of vocabulary. Speech and Language Therapists have used curriculum-based approaches to teach vocabulary within primary schools, and the most effective approach is when this is in collaboration with teachers. In mainstream classes there are many children with vocabulary difficulties. This may be as a result of Developmental Language Disorder or issues related to social deprivation. It is not sustainable or even desirable to see all of these children for intervention. To develop children’s vocabulary within the curriculum context Stephen Parsons and Anna Branagan have developed a whole school approach titled ‘Word Aware.’ This is a theoretically driven approach that has gained wide acceptance but at this point is supported by indicative evidence only.

Be sure to reserve a free ticket by clicking on the following link: Vocabulary Development Eventbrite tickets



Previous events organised by UCL CSLIR:

 12 DecemberInformation session on HEE/NIHR Pre-doctoral Clinical Academic Fellowship 
6 DecemberDr Lucy Series (Cardiff University)
Joint event: UCL Aphasia Research Group/Language & Cognition departmental seminar series
18 OctoberDr Helen Stringer (Newcastle University)
Dr Penny Williams (Evelina London Children's Hospital)
Behaviour Change
14 JuneVictoria Fleming & Sonia Brownsett (Institute of Neurology, UCL)
Elizabeth Anderson (University of Sheffield)
UCL Aphasia Research Group Meeting
 24 MayDoctoral and postdoctoral study at UCL - Free information session 
22 MarchDr Jackie Kindell (SLT)
Dr Aida Suarez-Gonzalez (Dementia Research Centre UCL)
Rosemary Townsend (CEO Dyscover)
UCL Aphasia Research Group Meeting
7th DecemberFirle Beckley (UCL)
Sharon Adjei (UCL)
Susan Howell (UCL)
UCL Aphasia Research Group Pre-Christmas Meeting
12th OctoberDr Elizabeth Rochon (University of Toronto)
Charlie Chung (OT)
Joint CSLIR ARG and Language & Cogntition event
22nd JuneProf Andrew Faulkner
Dr Carolyn Bruce
Prof Jane Maxim
Dr Jane Warren
Ms Gemma Twitchen


Can ignoring hearing loss in people with aphasia and dementia limit communicative outcomes?

 15th JuneChris Hardy (UCL)
Dr Suzanne Beeke (UCL)
Hannah Luff (SLT at SLAM)
CSLIR Aphasia Research Group meeting
8th June various

Doctoral and postdoctoral study at UCL - Free information session


 3rd FebruaryDr Caroline Newton (UCL)
Mark Jayes (University of Sheffield)
Beyond Speech & Language Therapy
18th November variousCommunication, Friendship and Belonging: Researcher, Practitioner and Service-User Perspectives
8th JulyCaroline Wood (Assistant Director for the UCL Centre for Behaviour Change) & Fiona Johnson (Speech & Language Therapist/ PhD researcher)Theories and Techniques of Behaviour Change and their Application to Speech and Language Therapy Interventions
30th AprilvariousCSLIR Doctoral Studies Information Session
26th FebruaryDominique Lowenthal (Head of Professional Development, RCSLT) & Nabiah Sohail (Highly Specialist Speech and Language Therapist)Contribution of Theory of Change to Speech and Language Therapy
20th NovembervariousCommunication, Assessment and Intervention Doctoral Research Afternoon
3rd AprilStephanie Stokes
(University of Canterbury, New Zealand)
Statistical Learning in Typical and Atypical Emerging Lexicons
6th MarchEwa Dabrowska
(Northumbria University)
Unruly Grammars
21st NovembervariousEvaluating interventions for children with SLCN: Methods and findings
1st March

Dr Penny Roy

Prof. Shula Chiat
(City University)

To what extent do selective processing skills at 2-3 predict difficulties with language, social communication and literacy at 10 years?  Evidence from a follow-up study of clinically referred children.
 9th NovembervariousCochlear Implant Symposium
 27th OctoberDr Peter J Lovell (Programme Manager, Research Design Service London)Design Service London – supporting successful grant applications
14th SeptemberNora Fieder
(Macquarie Centre for Cognitive Science, Sydney, Australia)
Aphasia Research Group
A single case study of Mass and Count noun processing in aphasia.
6th JulyJane Maxim
(UCL, facilitator)
Aphasia Research Group: Journal Club
Kelly H, Brady MC, & Enderby P (2010). Speech and language therapy for aphasia following stroke (Cochrane Review)
26th JanuaryProfessor Friedemann Pulvermüller
(University of Cambridge)
Justine Green
Professor Jane Marshall
(City University)
Aphasia Research Afternoon
27th MayDr Elspeth McCartney
(University of Strathclyde)
School-based SLT services for children who require language-learning activities: Evidence from research.
12th NovemberDr Anne Whitworth
(Newcastle University)
Exploring the use of narrative structure as a means of generalising sentence level processes in aphasia.