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By Karen Roosa

Seashore Day

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Terminology in the area has often confused rather than simplified the issues concerned. Given the number of disciplines contributing to the discussion of these children, this is hardly surprising. It is suggested that the term language impairment be used as a first level description and that under it there should be a series of specific conditions which become increasingly well delineated as research and clinical experience develops. Although it is recognized that these specific conditions make up a heterogeneous set of problems, it should also be acknowledged that there may be an underlying neurodevelopmental delay in many cases.

In doing so they follow a fairly regular pattern of acquisition. Vocabulary during this period increases to several thousand words and the child is able to use language for a very wide range of purposes. The child continues to acquire syntactic rules although his or her system undergoes a number of readjustments as it aproximates to the adult model. In retrospect, the process may appear to the parents to be one of constant progress but, in reality, children acquire language in a series of spurts and plateaux, trying a range of new constructions at one moment and then spending long periods consolidating their gains.

These results suggest that a large proportion of children who have difficulties with language in the preschool years go on to have persistent problems. 1 IV LA UA - ---RECEPTIVE LANGUAGE Bishop and Edmundson's 'submerged mountain' model. 35 WHAT IS LANGUAGE IMPAIRMENT? into other areas of development, and that language itself does improve to a reasonable level with time. Clearly, as a population, the language impaired group is at risk in the long term. SUMMARY AND CONCLUSIONS The following points may be extracted from the preceding discussion • • • • • 36 Attempts at rationalizing the prevalence data suggest three bands.

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