The wrong end of the stick: language-impaired children's understanding of non-literal language

Abstract

The comprehension of non-literal language was investigated in 18 children with specific language impairment (SLI), including a subgroup identified by clinicians as having semantic-pragmatic difficulties, match ed with a normally developing control group. No difference in group mean scores was found between the SLI children and the control group; however, differences in the relationship between receptive language level and non-literal comprehension performance were found. The subgroup identified as having semantic-pragmatic difficulties performed no worse than the other SLI children and the control children. Implications are discussed for the diagnosis and treatment of semantic-pragmatic dis order.

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