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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