Literacy and Children with Specific Language Impairment

Abstract

The purpose of this article is to summarize the literacy outcomes for children with specific language impairment and to consider principles and approaches for literacy intervention with preschool and early school-age children with language impairments. Initially, specific language impairment is defined and differentiated from nonspecific language impairment. In addressing intervention considerations, we first consider the application of best practice principles and then specifically focus on intervention with preschool children and intervention with early school-age children. Consideration of evidence-based treatment approaches is guided by the developmental literature and by the intervention literature.