Article

Studies indicate that language impairment that cannot be accounted for by factors
such as below-average non-verbal ability, hearing impairment, behaviour or
emotional problems, or neurological impairments affects some 6% of school-age
children. Language impairment with a receptive language component is more
resistant to intervention than specific expressive or phonological delays, and
carries a greater risk of comorbid behavioural difficulties as well as adverse
outcomes for language development and academic progress. This paper considers
underlying explanations that may account for receptive-expressive language
impairment. It also reviews evidence for the effectiveness of intervention from
theory and recent systematic reviews, trials, and speech and language therapy practice.
CI - (c) The Authors. Journal compilation (c) Mac Keith Press 2010.

Langue : ANGLAIS