Surrey Communication and Language in Education Study: Screening Data, 2012

<p class="x_x_MsoNormal"><span lang="EN-US">The <span style="font-style: italic;">Surrey Communication and Language in Education Study</span> (SCALES) is the first UK population study of language development and disorder at school entry. The study is funded by Wellcome and the ESRC and involves more than 180 schools across Surrey UK.<br><br>This longitudinal study was initially established to determine (1) the extent to which 'Specific' Language Impairment (SLI) was prevalent in a population (as opposed to clinically ascertained) sample at school entry, and (2) the impact of language impairment on other aspects of development and how these patterns of development change over time.  A second phase of SCALES aimed to test theoretical accounts of the developing relationship between language and social, emotional, and mental health during the transition to secondary school. Unfortunately, the final testing wave coincided with the global Covid-19 pandemic which impacted data collection due to school closures and lockdown.<br><br>The <span style="font-style: italic;">Surrey Communication and Language in Education Study: Screening Data, 2012</span> contains anonymised data from the first phase of the SCALES study. In this phase, Reception class teachers in state-maintained schools in the county of Surrey UK were invited to respond to an on-line questionnaire for each child in their class. The main focus of the study was to identify the prevalence of language difficulties at school entry and document the association between language difficulties, behavioural problems and educational attainment in the first year of school. <br><br>Further information about the study can be found on the UCL Literacy, Language and Communication Laboratory </span><a href="http://www.lilac-lab.org/scales/" target="_blank">SCALES</a><span lang="EN-US"><a href="http://www.lilac-lab.org/scales/" target="_blank"></a> project website.</span></p>

《萨里教育沟通与语言研究》（SCALES）是英国首个针对入学时语言发展与障碍的人群研究。该研究由Wellcome和ESRC资助，涵盖英国萨里郡180多所学校。

这项纵向研究最初旨在确定：（1）“特定语言障碍”（Specific Language Impairment，SLI）在入学人群样本中的患病率（与临床确诊样本相对）；（2）语言障碍对其他发展领域的影响，以及这些发展模式随时间的变化。SCALES的第二阶段旨在验证语言与社交、情感及心理健康在中学过渡期间发展关系的理论解释。遗憾的是，最后一轮测试恰逢全球新冠疫情，学校关闭和封锁措施影响了数据收集。

《萨里教育沟通与语言研究：2012年筛查数据》包含SCALES研究第一阶段的匿名数据。在此阶段，英国萨里郡公立学校的Reception班教师被邀请为班上每个孩子填写在线问卷。该研究的主要重点是确定入学时语言困难的患病率，并记录语言困难、行为问题与入学第一年教育成就之间的关联。

有关该研究的更多信息可在伦敦大学学院（UCL）语言、读写与沟通实验室的SCALES项目网站查询：http://www.lilac-lab.org/scales/