Abstract
ABSTRACTMany language‐delayed children experience difficulty with prepositions, but few instructional guidelines exist. A group of 25 language‐delayed preschoolers made significant gains on a test measuring comprehension of 20 prepositions following five months of systematic instruction by classroom teachers in a preschool setting. They continued to improve on a second post‐test after four additional months of instruction. The instructional method is discussed in detail, and an analysis of the order of difficulty of the prepositions is presented.
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