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This review investigated what is known about the impact of bilingualism on children’s phonemic awareness. Studies of bilingual children where one language was English were identified by searching electronic databases and bibliographies from the last 50 years. Thirteen studies were analysed thematically and summarized in terms of methods and key findings. Findings suggest a variable pattern of performance, with some studies showing no difference between bilingual and monolingual performance on tasks. However, there was also evidence for advanced acquisition of phonemic awareness skills in some bilingual children, mediated by characteristics of languages spoken.

Children have the right to express their views and to participate actively in decisions that concern them. Implementing this principle in clinical practice poses a methodological challenge to therapists working with children with communication difficulties. In a pilot study, therapists working in mainstream primary schools conducted semi-structured interviews with 12 clients, aged 6–11 years with communication difficulties. The interviews elicited valuable information about these children's experience of speech and language therapy and about their general communication at school and at home. Methods of interviewing were evaluated and recommendations made for ways of increasing children's participation in planning and reviewing therapy.

This report of the Withywood Speech and Language Therapy (WiSaLT) project describes the process of setting up and evaluating a mainstream school-based and -funded speech and language therapy service. Outcomes for the child, the classroom setting, the teacher/therapist relationship and the school as a whole were monitored. Progress towards each of the outcomes was demonstrated but it was found that those children with phonological difficulties made more progress than those with language problems. The reasons for this and implications for the future of the service are discussed.