This paper presents the results of an intervention programme designed to
promote the communication skills of a group of children with moderate
learning difficulties. Thirty children were involved in a 12-week programme
of supported peer-communication activities which aimed to improve the
children's regulatory skills during peer interaction. By the end of the pro
gramme, the children were talking more, asking more appropriate questions
and responding to ambiguous utterances more effectively. The results of the
study demonstrate that a programme for children with learning difficulties in
which pairs of children working together are encouraged to use and reflect on
regulatory strategies can provide an effective context for intervention.
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