In the present study we provide thorough descriptions of two children with a semantic-pragmatic disorder, a subgroup within the group of specific and severe developmental language disorders, from a neurolinguistic and interactional perspective. We argue that the pragmatic problems, at least in these two girls, are most probably secondary to their semantic'conceptual deficit. If sufficient contextual cues are provided comprehension is improved and, as a consequence, the pragmatic problems are reduced.
Subject classification (UKÄ)
- Other Medical Sciences not elsewhere specified
- Semantic-pragmatic disorder
- neurolinguistic approach
- interactional perspective