As with our work in the Early Years, our aim is to identify children at-risk of literacy, language and communication difficulties and provide targeted high quality support that meets their profiles of need. Using our uniquely designed Reading and Language Circuit Model™ we can predict which children may struggle with language and reading comprehension at a later stage in their academic careers. We know that from Year 4, students are expected to get through a huge amount of written material that needs to be processed and understood at a rapid pace. At this point, we usually see children’s whose foundation skills in language are shaky, start to fall behind.

Therefore, Words First has two different approaches in the Primary years. Our first is to identify children at-risk – as explained above and our second is to, once students have started to fall behind, identify the potential underlying causes. After running our unique assessment battery, we have a ‘map’ of the students’ processing which gives us a route that intervention should take. We then provide targeted intervention matching the underlying profile and measure the progress over a fixed number of sessions. Our therapists measure the students’ response to intervention and can provide a care pathway that aims to ensure progress.

At Words First we are aware that our therapists cannot get to every student who needs us and therefore, we have developed a range of intervention programmes that are user-friendly and easily implemented by teaching assistants. These prorgammes are unique to Words First Ltd and were designed by Amanda Davis to support students’ literacy and language difficulties. The Engagement with Language Porgramme is a ground breaking programme, the only one of it’s kind, to target processing speed difficulties in children aged 9 – 16 years of age. If your school has a Words First therapist, you will have access to training in this prorgamme (and many others) when and where you need it!