A model of assessment and intervention for Non-Verbal Learning Disability (NVLD) in the Australian education system: an educational and developmental psychologist perspective

Non-Verbal Learning Disabilities (NVLD) have a relatively rare incidence, estimated to be approximately 1.7% of all learning disabilities. Symptoms of the disorder are perceptual, social and emotional. These symptoms differ according to the developmental age, with 85% of cases being diagnosed in secondary school when education becomes more complex. In Australia the intricate arrangements between funding for intervention within the school and the requirements from the assessment authority in each state for special provision mean that a cohesive model is required for school professionals to guide education for NVLD students. This is particularly important to enable access to tertiary education. A flow-chart model of assessment and intervention for the Australian education system is demonstrated, which draws on two case studies (“Katie” currently attending university and “Jamie” currently in year 8) with the provision of Australian and International research and literature to validate the model.     

Development of vocabulary sophistication across genres in English children’s writing

This paper aims to advance our understanding of how children’s use of vocabulary in writing changes as they progress through their school careers. It examines the extent to which a model of lexical sophistication as use of low-frequency, register-appropriate words adequately captures development in vocabulary use across the course of compulsory education in England. We find that the received model needs elaborating in a number of important ways. Specifically: (1) the average frequency of words in the repertoire used by older children is no lower than that of younger children. However, younger children’s writing is characterized by extensive repetition of high frequency verbs and adjectives and of low frequency nouns (the latter being a product of a focus on entities which are rarely discussed in adult writing). The role of repetition in this finding implies that lexical sophistication is inseparable from lexical diversity, a construct which is usually treated as distinct. (2) Younger children’s writing shows a preference for fiction-like vocabulary over academic-like vocabulary. As they mature, children come to make greater use of academic vocabulary in both their literary and non-literary writing, though this increase is greatest in their non-literary writing. Use of fiction vocabulary remains constant across year groups but decreases sharply in non-literary writing, showing an enhanced sense of register appropriateness. This development of register appropriate word use can be captured by relatively simple frequency-based measures that could readily be employed by teachers and researchers to track writers’ development in this aspect of word use.