The Challenge of Personal Pronouns

Abstract

Problems in the verbal comprehension and production of personal pronouns, often characteristic of learning disabled children, far exceed traditional concerns for self-expression through speech. The pronominally confused youngster has difficulty both in the resolution of heard pronouns and in the decoding of messages in which they are embedded. Moreover, the shifting nature of pronoun forms presents unique problems in acquisition. These problems are discussed in relation to both the traditional concern for the primacy of the spoken“I” and a contrary approach based on echolalia and favoring a focus upon the“you” which the child hears. Two observational studies are offered in further support of the latter approach. Suggestions for clinical management and treatment of pronominal avoidance and confusion are offered.