Ten Principles of Grammar Facilitation for Children With Specific Language Impairments Although they often have significant difficulties in other areas, most children with specific language impairment (SLI) have special difficulties with the understanding and use of grammar. Therefore, most of these children will require an intervention program that targets comprehension or production of grammatical form. Language interventionists are faced with the ... Clinical Focus
Clinical Focus  |   February 01, 2003
Ten Principles of Grammar Facilitation for Children With Specific Language Impairments
 
Author Affiliations & Notes
  • Marc E. Fey, PhD
    University of Kansas Medical Center, Kansas City
  • Steven H. Long
    Marquette University, Milwaukee, WI
  • Lizbeth H. Finestack
    University of Kansas Medical Center, Kansas City
  • Contact author: Marc E. Fey, PhD, Department of Hearing and Speech, The University of Kansas Medical Center, 3031 Miller, 3901 Rainbow Boulevard, Kansas City, Kansas 66106-7605. E-mail: mfey@kumc.edu
Article Information
Language Disorders / Specific Language Impairment / Clinical Focus
Clinical Focus   |   February 01, 2003
Ten Principles of Grammar Facilitation for Children With Specific Language Impairments
American Journal of Speech-Language Pathology, February 2003, Vol. 12, 3-15. doi:10.1044/1058-0360(2003/048)
History: Received February 4, 2002 , Accepted July 9, 2002
 
American Journal of Speech-Language Pathology, February 2003, Vol. 12, 3-15. doi:10.1044/1058-0360(2003/048)
History: Received February 4, 2002; Accepted July 9, 2002
Web of Science® Times Cited: 51

Although they often have significant difficulties in other areas, most children with specific language impairment (SLI) have special difficulties with the understanding and use of grammar. Therefore, most of these children will require an intervention program that targets comprehension or production of grammatical form. Language interventionists are faced with the difficult task of developing comprehensive intervention programs that address the children's grammatical deficits while remaining sensitive to their other existing and predictable social, behavioral, and academic problems. The purpose of this article is to present and justify 10 principles that we regard as essential for planning adequate interventions for children with language-learning problems. These principles are relevant for all children with problems in the use of grammar, but they are especially appropriate for 3- to 8-year-old children with SLI. Although all of our examples are from English, the principles we have chosen are sufficiently broad to cut across many linguistic and cultural boundaries.

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