Observational measures of conversational interactions were collected for a group of
5- to 7-year-old children attending a class for children with speech and language
difficulties attached to a mainstream school. Data collected showed that while all
children were making progress in the language skills that were being specifically
taught, listening skills, discrimination skills, etc., they nevertheless used
language for a limited range of purposes and their spontaneous conversations were
extremely restricted. Implications for classroom practice are considered.
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