Many of the excluded boys had previously unidentified language problems, supporting the need for early recognition and assessment of language in boys with behaviour problems. Expressive problems in particular may be a risk factor.
Moor House School is a school for children of average nonverbal ability who have specific speech and language disorders. The educational careers of 120 children who left the school during the period 1979-1985 were investigated. The subjects were divided into four groups: Receptive Dysphasic (N = 12), Expressive Dysphasic (N = 21), Language Delay (N = 57), and Deviant Articulation (N = 30). Verbal ability at the time of entry to the school was compared with verbal ability when the remedial programme ended. The Receptive Dysphasic, Expressive Dysphasic, and Language Delay groups showed significant gains in verbal ability. The language development of the Deviant Articulation group was within normal limits at the time of entry and showed no significant gain. 35.8% of the children were able to return to mainstream education before reaching the statutory school-leaving age.
Children at Moor House School for speech and language disorders were screened for minor ocular anomalies which might have affected their progress with reading. Ophthalmic investigation showed that 17 of the 23 children included in the initial screening had difficulties which merited intervention. The children with exophoria were introduced to a programme of eye exercises. The children with esophoria and those with miscellaneous ocular problems were given appropriate optical corrections. The treatment of minor ocular anomalies was found to have had a beneficial effect upon the rate of reading progress in a speech and language disordered population, and it may be an equally relevant form of intervention for some of the cases of specific literacy problems which are found in the mainstream school population.
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