Abstract
Among children who exhibit difficulties with reading and other academic skills are some who, during their preschool years, had considerable problems in acquiring spoken language. Often these problems are still evident during the early elementary school years and they may persist, in more subtle ways, through early adolescence and into early adulthood. Since certain skills, such as reading, are based on linguistic knowledge, it is important for us to know the kinds of linguistic difficulties these children experience prior to their school entrance — difficulties in the acquisition, comprehension, and use of spoken language. In this paper, I review a number of findings about the speech of language-disabled children.
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