Research

Moor House Research & Training Institute is at the forefront of global research in the field of language disorders.

This expertise directly informs the work we do at Moor House School & College, ensuring that our support for students – helping them maximise their language, learning, and independence – is grounded in the latest evidence. We also then share this knowledge more widely, extending its impact well beyond our own community.  

Our on-going research focuses primarily on the areas below (for a full list of our publications by year, please scroll to the bottom of the page): 

The SHAPE CODING™ system shows the rules for how words are put together in sentences, to develop children’s understanding and use of grammar, so that they can communicate more effectively. Our studies show that the SHAPE CODING™ system is effective for helping children with severe DLD aged 5-16 years to use and understand a range of language structures.  

Our studies were all carried out in specialist schools (primarily Moor House) or language resource bases in the UK or Australia, with the intervention delivered by Speech and Language Therapists (SLTs). We are also currently carrying out a randomised control trial in mainstream schools in the London area. 

Our published research papers: Ebbels & van der Lely (2001); Ebbels (2007); Ebbels et al. (2014, 2007); Kulkarni et al. (2014); Tobin& Ebbels (2019); Calder et al. (2021a, 2021b); Ebbels et al (2024); Haines &Ebbels (2025) 

Our research on vocabulary learning and teaching for children with DLD has involved children and young people with DLD ranging from 8 to 19 years of age. We have focused on curriculum-related vocabulary from a range of word classes.  

We have found that it is important to:  

  • focus on all word classes (verbs, adjectives and nouns) 
  • focus on vocational vocabulary for college students 
  • teach prefixes and suffixes in order to get generalisation to new words 
  • provide either explicit teaching, or signing  

Our published research papers: Wright et al., 2018, Ebbels et al., 2022, Glisson et al., 2025). We also have three other papers in preparation or under review. 

Our research on maths word problems has focused on understanding which aspects of word problems are most challenging for our students with DLD, and how we can reduce language demands to improve maths performance.  

We have found that it is important to: 

  • consider how language maps onto mathematical structure (e.g., when words like more signal subtraction rather than addition);  
  • reduce unnecessary linguistic complexity, particularly irrelevant numerical information;
  • recognise that difficulties often arise at the stage of identifying the problem structure (e.g., 12 + 5), rather than performing the calculation itself (= 17); 
  • support students in building accurate representations of the problem, rather than relying on key word strategies. 

The second stage of this project is currently in progress.  

A new research focus for us is the development of life skills in teenagers with DLD, measured using THE WHEEL OF INDEPENDENCE™ Framework. One study found that 16-year-olds with DLD show significantly poorer daily living skills (such as laundry, food shopping and self-care), compared to typically developing peers. Ongoing research is looking into which factors predict WOI scores in our students, including executive functioning, language and motor skills. 

Our published research paper: Burridge et al., 2024. We also have another paper in preparation. 

A current project is investigating how adults with DLD navigate their professional and social lives. We have collected questionnaire, interview and WHEEL OF INDEPENDENCE™ data from over 60 ex-students (aged 21-70+).  

So far, we have found that: 

  • the unemployment rate in our sample was much lower than the national average, but with a higher rate of part-time employment;
  • participants were overall happy with their work life, however those who preferred not to disclose their DLD to their employer had, on average, a lower level of job satisfaction that those who told their employer;
  • adults with DLD seem to rely more on parental support than their peers who do not have DLD;
  • in a sample of ex-students aged 20-24 years old, 70% still lived with their parents while the national average is at around 27%;
  • family support is particularly critical for adults with DLD as they are often judged too able to receive state support.  

More about the topic of employment in adults with DLD has been shared in a blog post and in a podcast.  

While most of our research is carried out here at Moor House, our team also collaborates with others both nationally and internationally. A recent project involved bringing together children and adults with DLD, families, carers and professionals to identify a Top 10 list of DLD research priority questions. Our role was to lead on the process, using adapted consultation techniques so that people with DLD, alongside others, could be meaningfully involved in giving their views. The outcomes reflect the importance of supportive diagnosis and ongoing support throughout all stages of life. You can read more, including the full list of questions here.

Published Articles by Moor House Professionals

Glisson, L., Tutty, R., Heine, C., Burke, C., Hughes, L., Dawson, N., & Ebbels, S. (in press). Morphemes matter: A small scale randomised control trial of vocabulary intervention focusing on affixes for adolescents with (developmental) language disorder. International Journal of Speech-Language Pathology, 1-19. doi: 10.1080/17549507.2025.2526539. Link. Accepted version.

Haines, G., & Ebbels, S. (2025). Using the SHAPE CODINGâ„¢ System to Develop Understanding and Use of English Grammar. In R. H. Gelbart & C. Enns (Eds.), Communication Interventions with Deaf People. Oxford University Press. doi: 10.1093/9780191983726.003.0018

Barilaro, M., Osana, H. P., Ebbels, S. H., Nicoll, H., Achim, É., Pétel-Despots, A., & Lafay, A. (2025) Instructional supports can reveal the word-problem solving challenges of children with language difficulties. School Science and Mathematics, 125(1), 88-102. doi:10.1111/ssm.12691

Burridge, D., Hughes, L., Titterington, J., Dawson, N., & Ebbels, S. (2024) Daily living skills in adolescents with and without language disorder, measured using the WHEEL OF INDEPENDENCE Framework. British Journal of Occupational Therapy, 87(12):742-752. doi: 10.1177/03080226241280732

Ebbels, S. H., Gadd, M., Nicoll, H., Hughes, L., Dawson, N., Burke, C., Calder, S. & Frizelle, P. (2024). The effectiveness of individualized morphosyntactic target identification and explicit intervention using the SHAPE CODING system for children with Developmental Language Disorder (DLD) and the impact of within-session dosage. Language Speech and Hearing Services in Schools, 55, 803-837. Link. Accepted version. Poster.

Calder, S. D., Visentin, D., Claessen, M., Hollingsworth, L., Ebbels, S. , Smith-Lock, K., & Leitão, S. (2023). The grammaticality judgement of inflectional morphology in children with and without Developmental Language Disorder. Clinical Linguistics & Phonetics, 1-16. Link.

Hardman, G., Herman, R., Kyle, F. E., Ebbels, S. , & Morgan, G. (2023). Identifying Developmental Language Disorder in Deaf Children with Cochlear Implants: A Case Study of Three Children. Journal of Clinical Medicine, 12(17), 5755. Link.

Davies, C., Ebbels, S., Nicoll, H., Syrett, K., White, S., & Zuniga-Montanez, C. (2023). Supporting adjective learning by children with Developmental Language Disorder: Enhancing metalinguistic approaches. International Journal of Language & Communication Disorders, 58(2), 629-650. Link

Frizelle, P., McKean, C., Eadie, P., Ebbels, S., Fricke, S., Justice, L. M., Kunnari, S., Leitao, S., Morgan, A. T., Munro, N., Murphy, C.-A., Storkel, H. L., Van Horne, A. O. (2023). Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) – a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD. Journal of Child Psychology and Psychiatry, 64(3), 474-479. Link. 

Kulkarni, A. A., K. E. Chadd, S. B. Lambert, G. Earl, L. M. Longhurst, C. McKean, C. Hulme, K. K. McGregor, A. Cunniff, E. Pagnamenta, V. Joffe, S. H. Ebbels, S. Bangera, J. Wallinger and C. F. Norbury (2022). Editorial Perspective: Speaking up for developmental language disorder – the top 10 priorities for research. Journal of Child Psychology and Psychiatry 63(8): 957-960. Link

Ebbels, S. H., Bannister, L., Holland, B., & Campbell, L. (2022) Effectiveness of intervention focused on vocational course vocabulary in post-16 students with (developmental) language disorder. International Journal of Language & Communication Disorders, 57(6), 1334-1353. doi: https://doi.org/10.1111/1460-6984.12758 Link

Leniston, H & Ebbels, S (2022): Investigation into the effectiveness of electropalatography in treating persisting speech sound disorders in adolescents with co-occurring developmental language disorder, Clinical Linguistics & Phonetics, 36(2-3), 111-126. DOI:10.1080/02699206.2021.1957022 Link Accepted version

Calder, S. D., Claessen, M., Leitão, S., & Ebbels, S. (2022). A profile of expressive inflectional morphology in early school-age children with developmental language disorder. Clinical Linguistics & Phonetics, 36(4-5), 341-358. doi:10.1080/02699206.2021.1931454 Link

Calder, S. D., Claessen, M., Ebbels, S., & Leitão, S. (2021). The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children With Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 64(1), 91-104. doi:10.1044/2020_JSLHR-20-00132 Link

Calder, S. D., Claessen, M., Leitão, S., & Ebbels, S. (2021). Evaluating two different dose frequencies and cumulative intervention intensities to improve past tense production for early school-aged children with developmental language disorder. International Journal of Language & Communication Disorders, 56(6), 1278-1295. doi: 10.1111/1460-6984.12667 Link

Balthazar, C. H., Ebbels, S., & Zwitserlood, R. (2020). Explicit Grammatical Intervention for Developmental Language Disorder: Three Approaches. Language, speech, and hearing services in schools, 51(2), 226-246. doi:10.1044/2019_LSHSS-19-00046 Link

Calder, S. D., Claessen, M., Ebbels, S., & Leitão, S. (2020). Explicit Grammar Intervention in Young School-Aged Children With Developmental Language Disorder: An Efficacy Study Using Single-Case Experimental Design. Language, speech, and hearing services in schools, 51(2), 298-316. doi:10.1044/2019_LSHSS-19-00060 Link Accepted version

Benjamin, L., Newton, C., & Ebbels, S. (2020). Investigating the effectiveness of idiom intervention for 9–16-year-olds with developmental language disorder. International Journal of Language & Communication Disorders, 55(2), 266-286. doi:10.1111/1460-6984.12519 Link

Campbell, L., Nicoll, H., & Ebbels, S. H. (2019). The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder. Autism & Developmental Language Impairments, 4, 2396941519870784. Link.

Ebbels S.H., McCartney, E., Slonims, V., Dockrell, J. E., & Norbury, C. F. (2019). Evidence-based pathways to intervention for children with language disorders. International Journal of Language & Communication Disorders, 54(1), 3-19. doi:10.1111/1460-6984.12387. Link. Accepted version

Norbury, C. F., McCartney, E., Slonims, V., Dockrell, J. E., & Ebbels, S. H. (2019). Public health approaches still have room for individualized services: response to commentaries on ‘Evidence-based pathways to intervention for children with language disorders’. International Journal of Language & Communication Disorders, 54(1), 28-29. doi:10.1111/1460-6984.12436. Link.

Tobin, L. M., & Ebbels, S. H. (2019). Effectiveness of intervention with visual templates targeting tense and plural agreement in copula and auxiliary structures in school-aged children with complex needs: a pilot study. Clinical Linguistics & Phonetics, 33(1-2), 175-190. doi:10.1080/02699206.2018.1501608 Link. Accepted version.

Scharff Rethfeldt, W. & Ebbels, S. (2019). Terminologie der Sprachentwicklungsstörung (SES) – Auf dem Weg zu einem internationalen Konsens. Forum Logopädie, 33 (4), 24-31. doi: 10.2443/skv-s-2019-53020190404. Link.

Wright, L., Pring, T. & Ebbels, S. (2018) Effectiveness of vocabulary intervention for older children with (developmental) language disorder. International Journal of Language & Communication Disorders, 53, 480–494. DOI:10.1111/1460-6984.12361. Link. Accepted version.

Ebbels, S. H., & Spencer, S. (2018). Interventions for grammar for adolescents with Developmental Language Disorder (DLD). In S. Spencer (Ed.), Supporting Adolescents with Language Disorders. Guildford, Surrey, UK: J & R Press. Link

Ebbels, S. H., Wright, L., Brockbank, S., Godfrey, C., Harris, C., Leniston, H., Neary, K., Nicoll, H., Nicoll, L., Scott, J. and Marić, N. (2017), Effectiveness of 1:1 speech and language therapy for older children with (developmental) language disorder. International Journal of Language & Communication Disorders, 52: 528–539. doi:10.1111/1460-6984.12297. Link. Accepted version

Ebbels, S. H. (2017) Intervention research: appraising study designs, interpreting findings and creating research in clinical practice. International Journal of Speech Language Pathology, 19, 218-231. doi:10.1080/17549507.2016.1276215 Link. Accepted version.

Gallgaher, A.L & Ebbels, S.H. (2017) Language, literacy and numeracy outcomes of adolescents with (Developmental) Language Disorder following a collaborative model of SLT delivery in specialist education. Moor House School & College, Surrey, UK. Link

Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & Catalise-consortium*. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58: 1068–1080. doi:10.1111/jcpp.12721. Link

*Catalise consortium includes S.H. Ebbels

Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T & Catalise consortium*. (2016). CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. Link

*Catalise consortium includes S.H. Ebbels

Ebbels, S (2014) Introducing the SLI debate. International Journal of Language and Communication Disorders. 49, 377-380. Link

Ebbels, S. H. (2014). Effectiveness of intervention for grammar in school-aged children with primary language impairments: a review of the evidence. Child Language Teaching and Therapy, 30: 7-40. Link. Most downloaded paper 2016-2018

Ebbels, S. H., Maric, N., Murphy, A., & Turner, G. (2014) Improving comprehension in adolescents with severe receptive language impairments: a randomised control trial of intervention for coordinating conjunctions. International Journal of Language and Communication Disorders, 49: 30-48. Link.

Kulkarni, A., Pring, T. & Ebbels, S.H. (2014). Evaluating the effectiveness of therapy based around Shape Coding to develop the use of regular past tense morphemes in two children with language impairments. Child Language Teaching and Therapy, 30: 245-254. Link. Accepted version

Conti-Ramsden, G., Bishop, D., Clark, B., Frazier Norbury, C., & Snowling, M. (2014). Specific Language Impairment (SLI): The internet campaign to raise awareness of SLI. Psychology of Language and Communication, 18: 143 -148 Link

Ebbels, S.H., Nicoll, H., Clark, B., Eachus, B., Gallagher, A., Horniman, K., Jennings, M., McEvoy, K., Nimmo, E., Turner., G. (2012). Effectiveness of semantic therapy for children with word finding difficulties in pupils with a persistent language impairment: a randomised control trial. International Journal of Language and Communication Disorders, 47: 35-51. Winner of the 2012 IJLCD Article Prize Link. Accepted version

Ebbels, S.H., Dockrell, J.D. & van der Lely, H.K.J (2012) Production of change-of-state, change-of-location and alternating verbs: a comparison of children with specific language impairment and typically developing children. Language and Cognitive Processes, 27 (9), 1312-1333. Link. Accepted version

Ebbels, S.H., Dockrell, J.D. & van der Lely, H.K.J (2012). Non-word repetition in adolescents with SLI.International Journal of Language & Communication Disorders, 47, 257-273. Link. Accepted version

Bishop, D.V.M., Clark, B., Conti-Ramsden, G., Frazier Norbury, C., & Snowling, M. (2012). RALLI: An internet campaign for raising awareness of language learning impairments. Child Language Teaching and Therapy. 28: 259 -262 Link

Ebbels, S.H. (2008). Improving grammatical skill in children with specific language impairment. In Norbury, C.F.., Tomblin, J.B. & Bishop, D.V.M (Eds.), Understanding developmental language disorders: from theory to practice (pp. 149-174). Hove: Psychology Press.

Ebbels, S.H. (2007). Teaching grammar to school-aged children with Specific Language Impairment using Shape Coding. Child Language Teaching and Therapy, 23, 67-93. Most downloaded paper 2007-2015 Link. Accepted version with update notes. Vodcast.

Ebbels, S.H., van der Lely, H.K.J., and Dockrell, J.E. (2007). Intervention for verb argument structure in children with persistent SLI: a randomized control trial. Journal of Speech Language and Hearing Research,50, 1330-1349. Link. Accepted version.

Joffe, V. L., Cain, K. and Maric, N. (2007), Comprehension problems in children with specific language impairment: does mental imagery training help? International Journal of Language & Communication Disorders, 42: 648–664. Summary. Link

Marshall, C, Ebbels, S, Harris, J, van der Lely, H. (2002) Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment. UCL Working Papers in Linguistics, 14,43-66

Ebbels, S. & van der Lely, H. (2001). Meta-syntactic therapy using visual coding for children with severe persistent SLI. International Journal of Language & Communication Disorders, 36(supplement), 345-350. Submitted article.

Ebbels, S. (2000). Psycholinguistic profiling of a hearing-impaired child. Child Language Teaching and Therapy, 16, 3-22.

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