Abstract
Despite the frequent use of indirect requests in the assessment and intervention of language disorders, the study of language-impaired children's comprehension of these forms is only just emerging. The present investigation aims to further our knowledge in this area by examining language-impaired children's understanding of indirect requests in two situations: (a) one situation in which the experimenter gives the instructions to the child in a structured way, presenting each instruction once only, and (b) another situation where the mother gives the instructions to the child in an unrestricted, more natural way. The results suggest that language- impaired children, unlike normal language learners of the same language stage, behave significantly differently in the two situations.
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