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.
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