Semantic-pragmatic language disorder: a description with some practical suggestions for teachers

Abstract

This article outlines the main characteristics of semantic-pragmatic language disorder, and suggests ways in which the teacher can complement oral language therapy through written work. Approxi mately 85% of the semantic-pragmatic language-disordered children who have been at John Horniman School over the last three years have been able to cope with most of these activities. A reading age of about 6;6 years will be necessary for children to attempt many of the activities suggested in the article.