Abstract
Deficits and strengths in the acquisition of perceptual skills are apparent in the child with specific language disabilities (SLD). We feel that proficiency in receptive and expressive language is based on the attainment and integration of perceptual skills and conceptualizations. Furthermore, reading, writing, and spelling require the ability to comprehend and express language. The individual differences of SLD children must be met by exploring their responses to auditory-vocal stimuli in their acquisition of reading, writing, and spelling. Methods are presented and discussed, followed by a case report of method application.
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