Cover not available

In:Pragmatic Development in First Language Acquisition
Edited by Danielle Matthews
[Trends in Language Acquisition Research 10] 2014
► pp. 363–386

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Assessing pragmatic language functioning in young children

Its importance and challenges

Published online: 26 June 2014
DOI logo with link
https://doi.org/10.1075/tilar.10.20nei
This chapter highlights the growing need and importance of assessing young children’s pragmatic language abilities given such factors as the increasing recognition of disproportionate difficulties in pragmatics among different clinical groups, the rise of more usage-based and functional approaches to language acquisition and competence, and evidence of significant, negative long-term outcomes relating to early pragmatic language impairment. Yet, at the same time, the development of pragmatic measures, and the assessment of pragmatics, is fraught with some quite unique challenges. Some of these challenges will be illustrated with respect to my own experience of developing the Language Use Inventory (LUI), a standardized parent-report measure designed to assess early language use and pragmatics in 18- to 47-month–old children.
References (158)
Abbeduto, L., & Murphy, M.M. (2004). Language and communication in fragile x syndrome. Mental Retardation and Developmental Disabilities Research Reviews , 7, 45–55. Google Scholar logo with link to Google Scholar
Abbeduto, L., & Short-Meyerson, K. (2002). Linguistic influences on social interaction. In H. Goldstein, L.A. Kaczmarek, & English, K.M. (Eds.), Promoting Social Communication: Children with Developmental Disabilities from Birth to Adolescence (pp. 27–54). Baltimore, MD: Paul H. Brookes.Google Scholar logo with link to Google Scholar
Adams C. (2002). Practitioner review: The assessment of language pragmatics. Journal of Child Psychology and Psychiatry , 43(8), 973–87. Google Scholar logo with link to Google Scholar
Adams, C. (2005). Social communication intervention for school-age children: Rationale and description. Seminars in Speech and Language , 26, 181–188. Google Scholar logo with link to Google Scholar
Adams, C., & Bishop, D.V.M. (1989). Conversational characteristics of children with semantic-pragmatic disorder, I. Exchange structure, turntaking, repairs and cohesion. British Journal of Disorders of Communication , 24, 211–239. Google Scholar logo with link to Google Scholar
Akhtar, N. (2005). The robustness of learning through overhearing. Developmental Science , 8, 199–209. Google Scholar logo with link to Google Scholar
Arfé, B., & Perondi, I., (2008). Deaf and hearing students’ referential strategies in writing: What referential cohesion tells us about deaf students’ literacy development. First Language , 28, 355–74. Google Scholar logo with link to Google Scholar
Arnold, J., Brown-Schmidt, S., & Trueswell, J.C. (2007). Children’s use of gender and order-of-mention during pronoun comprehension. Language and Cognitive Processes , 22, 527–65. Google Scholar logo with link to Google Scholar
Aro, T.T., Eklund, K.K., Nurmi, J.E., & Poikkeus, A. (2012). Early language and behavioral regulation skills as predictors of social outcomes. Journal of Speech, Language, and Hearing Research , 55, 395–408. Google Scholar logo with link to Google Scholar
Astington, J.W., Harris, P.L., & Olson, D.R. (1988). Developing Theories of Mind . Cambridge: CUP.Google Scholar logo with link to Google Scholar
Bach, K., & Harnish, R.M. (1979). Linguistic Communication and Speech Acts . Cambridge, MA: The MIT Press.Google Scholar logo with link to Google Scholar
Bamberg, M. (1987). The Acquisition of Narratives . Berlin: Mouton de Gruyter. Google Scholar logo with link to Google Scholar
Baron-Cohen, S. (1988). Social and pragmatic deficits in autism: Cognitive or affective? Journal of Autism and Developmental Disorders , 18, 379–402. Google Scholar logo with link to Google Scholar
. (1989). The autistic child’s theory of mind: A case of specific developmental delay. Journal of Child Psychology and Psychiatry , 30, 285–297. Google Scholar logo with link to Google Scholar
Bates, E. (1976). Language and Context: The Acquisition of Pragmatics . New York, NY: Academic Press.Google Scholar logo with link to Google Scholar
Bates, E., Benigni, L., Bretherton, I., Camaioni, L., & Volterra, V. (1979a). The emergence of symbols: cognition and communication in infancy . New York: Academic Press.Google Scholar logo with link to Google Scholar
. (1979b). Cognition and communication from 9–13 months: Correlational findings. In E. Bates, L. Benigni, I. ­Bretherton, L. Camaioni, & V. Volterra (Eds.), The Emergence of Symbols: Cognition and Communication in Infancy (pp. 69–131). New York, NY: Academic Press. Google Scholar logo with link to Google Scholar
Bates, E., & MacWhinney, B. (1982). Functionalist approaches to grammar. In E. Wanner & L. Gleitman (Eds.), Language Acquisition: The State of the Art (pp. 173–218). Cambridge, MA: The MIT Press.Google Scholar logo with link to Google Scholar
Bignell, S.J., & Cain, K. (2007). Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity. British Journal of Developmental Psychology , 25, 499–512. Google Scholar logo with link to Google Scholar
Bishop, D.V.M. (1998). Development of the children’s communication checklist (CCC): A method for assessing qualitative aspects of communicative impairment in children. Journal of Child Psychology and Psychiatry and Allied Disciplines , 39, 879–891. Google Scholar logo with link to Google Scholar
. (2000). Pragmatic language impairment: A correlate of SLI, a distinct subgroup, or part of the autistic continuum?In D.V.M Bishop & L.B. Leonard (Eds). Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome (pp. 99–113). Hove: Psychology Press.Google Scholar logo with link to Google Scholar
. (2003). Children’s Communication Checklist (CCC-2) – Second Edition . London: Harcourt Assessment/The Psychological Corporation.Google Scholar logo with link to Google Scholar
Bishop, D.V.M., & Adams, C. (1989). Conversational characteristics of children with semantic-pragmatic disorder, II. What features lead to a judgement of inappropriacy? British Journal of Disorders of Communication , 24, 241–263. Google Scholar logo with link to Google Scholar
Bishop, D.V.M., & Baird, G. (2001). Parent and teacher report of pragmatic aspects of communication: use of the children’s communication checklist in a clinical setting. Developmental Medicine and Child Neurology , 43, 809–818. Google Scholar logo with link to Google Scholar
Bishop, D.V.M., Chan, J., Hartley, J., Adams, C., & Weir, F. (2000). Conversational responsiveness in specific language impairment: Evidence of disproportionate pragmatic difficulties in a subset of children. Development and Psychopathology, 12, 177–199.
Bishop, D.V.M., & Norbury, C.F. (2002). Exploring the borderlands of autistic disorder and specific language impairment: A study using standardised diagnostic instruments. Journal of Child Psychology and Psychiatry , 43, 917–929. Google Scholar logo with link to Google Scholar
Bishop, D.V.M., & Rosenbloom, L. (1987). Classification of childhood language disorders. In W. Yule & M. Rutter (Eds.), Language Development and Disorders . Clinics in Developmental Medicine 101–102. London: MacKeith Press.Google Scholar logo with link to Google Scholar
Blair, C., & Razza, R.A. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development , 78, 647–663. Google Scholar logo with link to Google Scholar
Bleichrodt, N., Resing, W.C.M., & Zaal, J.N. (2004). Beoordeling van schoolgedrag. SCHOLB-R (assessment of school behaviour). Lisse: Harcourt Test Publishers.Google Scholar logo with link to Google Scholar
Botting, N., & Conti-Ramsden, G. (1999). Pragmatic language impairment without autism: The children in question. Autism , 3, 371–396. Google Scholar logo with link to Google Scholar
Bowman, B.T., & Moore, E. (2005). School Readiness and Social-Emotional Development: Perspectives on Cultural Diversity . Washington, DC: National Black Child Development Institute.Google Scholar logo with link to Google Scholar
Bruner, J. (1983). Child’s Talk: Learning to Use Language . New York, NY: Norton.Google Scholar logo with link to Google Scholar
Bzoch, K.R., & League, R. (2003). The Receptive-Expressive Emergent Language Scale – 3rd Ed. East Moline, IL: Linguisystems.Google Scholar logo with link to Google Scholar
Camarata, S.M., & Gibson, T. (1999). Pragmatic language deficits in attention-deficit hyperactivity disorder (ADHD). Mental Retardation and Developmental Disabilities Research Reviews , 5, 207–214. Google Scholar logo with link to Google Scholar
Clark, E.V. (2009). First Language Acquisition (2nd Ed.). Cambridge: CUP. Google Scholar logo with link to Google Scholar
Cohen, N.J. (2001). Language Impairment and Psychopathology in Infants, Children, and Adolescents . Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar
Cohen, J.S., & Mendes, J.L. (2009). Emotion regulation, language ability, and the stability of preschool children’s peer play behavior. Early Education and Development , 20, 1016–1037. Google Scholar logo with link to Google Scholar
Cole, P. (1982). Language Disorders in Preschool Children . Englewood Cliffs, NJ: Prentice-Hall.Google Scholar logo with link to Google Scholar
Comblain, A., & Elbouz, M. (2002). The fragile-X syndrome: What about the deficit in the pragmatic component of language? Journal of Cognitive Education and Psychology , 2, 244–265. Google Scholar logo with link to Google Scholar
Conti-Ramsden, G., & Gunn, M. (1986). The development of conversational disability: A case study. British Journal of Disorders of Communication , 21, 339–351. Google Scholar logo with link to Google Scholar
Corsaro, W. (1985). Friendship and Peer Culture in the Early Years . Norwood, NJ: Ablex.Google Scholar logo with link to Google Scholar
Craig, H., & Evans, J.L. (1993). Pragmatics and SLI: Within group variations in discourse behavior. Journal of Speech and Hearing Research , 36, 777–789.Google Scholar logo with link to Google Scholar
Craig, H. (1983). Applications of pragmatic language models for intervention. In T. Gallagher, & C. Prutting (Eds.), Pragmatic Assessment and Intervention Issues in Language (pp. 101–127). San Diego, CA: College-Hill Press.Google Scholar logo with link to Google Scholar
Craig, H.K., & Washington, J.A. (1993). Access behaviors of children with specific language impairment. Journal of Speech and Hearing Research , 36, 322–337.Google Scholar logo with link to Google Scholar
Crais, E.R. (2011). Testing and beyond: Strategies and tools for evaluating and assessing infants and toddlers. Language, Speech, and Hearing Services in the Schools , 42, 341–364. Google Scholar logo with link to Google Scholar
Cronbach, L.J., & Meehl, P.E. (1955). Construct validity in psychological tests. Psychological Bulletin , 52, 281–302. Google Scholar logo with link to Google Scholar
Dempsey, L., & Skarakis-Doyle, E. (2010). Developmental language impairment through the lens of the ICF: An integrated account of children’s functioning. Journal of Communication Disorders , 43, 424–437. Google Scholar logo with link to Google Scholar
Dimitracopoulou, I. (1990). Conversational Competence and Social Development . Cambridge: CUP. Google Scholar logo with link to Google Scholar
Dore, J. (1978). Conditions for the acquisition of speech acts. In I. Markova (Ed.), The Social Context of Language (pp. 87–111). Chichester: Wiley.Google Scholar logo with link to Google Scholar
Dorval, B., & Eckerman, C.O. (1984). Developmental trends in the quality of conversation achieved by small groups of acquainted peers. Monographs of the Society for Research in Child Development , 49, serial no. 206. Google Scholar logo with link to Google Scholar
Duchan, J. (1984). Language assessment: The pragmatics revolution. In R. Naremore (Ed.), Language Science . San Diego, CA: College-Hill Press.Google Scholar logo with link to Google Scholar
Duncan, G., Dowsett, C., Claessens, A., Magnuson, K., Huston, A., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology , 43, 1428–1446. Google Scholar logo with link to Google Scholar
Ervin-Tripp, S.M., & Gordon, D.P. (1985). The development of requests. In R.L. Schiefelbusch (Ed.), Language Competence: Assessment and Intervention (pp. 61–95). San Diego, CA: ­College Hill.Google Scholar logo with link to Google Scholar
Ervin-Tripp, S., & Mitchell-Kernan, C. (1977). Introduction. In S. Ervin-Tripp & C. Mittchell-Kernan (Eds.), Child Discourse (pp. 1–26). New York, NY: Academic Press. Google Scholar logo with link to Google Scholar
Fecica, A.M., & O’Neill, D.K. (2010). A step at a time: Preliterate children’s simulation of narrative movement during story comprehension. Cognition , 16, 368–381. Google Scholar logo with link to Google Scholar
Fenson, L., Dale, P.S., Reznick, J.S., Thal, D., Bates, E., Hartung, J.P., Pethick, S., & Reilly, J.S. (1993). MacArthur Communicative Development Inventories: User’s guide and technical manual . San Diego, CA: Singular.Google Scholar logo with link to Google Scholar
Fujiki, M., & Brinton, B. (2009). Pragmatics and social communication in child language disorders. In R.G. Schwartz (Ed.), Handbook of Child Language Disorders (pp. 496–423). New York, NY: Psychology Press.Google Scholar logo with link to Google Scholar
Gallagher, T.M. (1991). Language and social skills: Implications for assessment and intervention with school-age children. In T.M. Gallagher (Ed.), Pragmatics of Language: Clinical Practice Issues (p. 11–41). New York, NY: Chapman & Hall. Google Scholar logo with link to Google Scholar
Geurts, H.M., Verte, S., Oosterlann, J., Roeyers, H., Hartman, C.A., Mulder, E.J., Berckelaer-Onnes, I.A., & Sargeant, J.A. (2004). Can the Children’s Communication Checklist differentiate between children with autism, children with ADHD, and normal controls? Journal of Child Psychology and Psychiatry , 45, 1437–53. Google Scholar logo with link to Google Scholar
Gillott, A., Furniss, F., & Walter, A. (2004). Theory of mind ability in children with specific language impairment. Child Language Teaching and Therapy , 20, 1–11. Google Scholar logo with link to Google Scholar
Gilmour, J., Hill, B., Place, M., & Skuse, D.H. (2004). Social communication deficits in conduct disorder: a clinical and community survey. Journal of Child Psychology and Psychiatry , 45, 967–978. Google Scholar logo with link to Google Scholar
Glascoe, F.P. (1997). Parents concerns about children’s development: Prescreening techinique or screening test? Pediatrics, 99, 522–528 DOI: Google Scholar logo with link to Google Scholar
Glascoe, F.P., & Dworkin, P.H. (1995). The role of parents in the detection of developmental and behavioral problems. Pediatrics , 95, 829–836.Google Scholar logo with link to Google Scholar
Goffman, I. (1981). Forms of Talk . Oxford: Blackwell.Google Scholar logo with link to Google Scholar
Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry , 38, 581–586. Google Scholar logo with link to Google Scholar
Grice, H.P. (1975). Logic and conversation. In P. Cole & J.L. Morgan (Eds.), Syntax and Semantics , Vol. 3: Speech Acts (pp. 225–242). New York, NY: Academic Press.Google Scholar logo with link to Google Scholar
Hadley, P.A., & Rice, M.L. (1993). Parental judgments of preschoolers’ speech and language development: A resource for assessment and IEP planning. Seminars in Speech and Language , 14, 278–288. Google Scholar logo with link to Google Scholar
Halliday, M.A.K. (1975). Learning How to Mean: Explorations in the Development of Language . London: Edward Arnold.Google Scholar logo with link to Google Scholar
Hedrick, D.L., Prather, E.M., & Tobin, A.R. (1984). Sequenced Inventory of Communicative Development-Revised . Torrance, CA: Western Psychological Services.Google Scholar logo with link to Google Scholar
Hickmann, M., & Hendriks, H. (1999). Cohesion and anaphora in children’s narratives: A comparison of English, French, German and Mandarin Chinese. Journal of Child Language , 26, 419–52. Google Scholar logo with link to Google Scholar
Hirsh-Pasek, K., Kochanoff, A., Newcombe, N.S., & de Villiers, J. (2005). Using scientific knowledge to inform preschool assessment: Making the case for “empirical validity.” Social Policy Report , XIX(1).Google Scholar logo with link to Google Scholar
Holck, P., Nettelbladt, U., Sandberg, A., & Dahlgren, A. (2009). Children with cerebral palsy, spina bifida and pragmatic language impairment: Differences and similarities in pragmatic ability. Research in Developmental Disabilities , 30, 942–951. Google Scholar logo with link to Google Scholar
Hutchins, T.L., & Prelock, P.A. (2008). Supporting theory of mind development: Considerations and recommendations for professionals providing services to individuals with autism spectrum disorders. Topics in Language Disorders , 28, 340–364. Google Scholar logo with link to Google Scholar
Hutchins, T., Prelock, P.A., & Bonazinga, L. (2011). Psychometric evaluation of the Theory of Mind Inventory (ToMI): A study of typically developing children and children with autism spectrum disorder. Journal of Autism and Developmental Disorders , 42, 327–341. Google Scholar logo with link to Google Scholar
Hutchins, T.L., Prelock, P.A., & Chace, W. (2008). Test-retest reliability of a theory of mind task battery for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities , 23, 195–206. Google Scholar logo with link to Google Scholar
Hymes, D. (1972). On communicative competence. In J.B. Pride & J. Holmes (Eds.), Sociolinguistics . London: Penguin.Google Scholar logo with link to Google Scholar
Justice, L.M., Bowles, R.P., Pence Turnbull, K.L., & Skibbe, L.E. (2009). School readiness among children with varying histories of language difficulties. Developmental Psychology , 45, 460–476. Google Scholar logo with link to Google Scholar
Karmiloff-Smith, A. (1979). A Functional Approach to Language: A Study of Determiners and Reference . Cambridge: CUP.Google Scholar logo with link to Google Scholar
Ketelaars, M.P., Cuperus, J.M., van Daal, J., Jansonius, K., & Verhoeven, L. (2010). Screening for pragmatic language impairment: The potential of the children’s communication checklist. Research in Developmental Disabilities , 30, 952–960. Google Scholar logo with link to Google Scholar
LaSalle, B. (2003). Finding Ben: A Mother’s Journey through the Maze of Asperger’s . New York, NY: McGraw-Hill.Google Scholar logo with link to Google Scholar
Leech, G.N. (1983). Principles of Pragmatics . Longman: London.Google Scholar logo with link to Google Scholar
Leonard, L.B., Prutting, C.A., Perozzi, J., & Berkeley, R. (1978). Non-standardized approaches to the assessment of language disorders. American Speech and Hearing Association , 20, 371–379.Google Scholar logo with link to Google Scholar
Lerner, M.D., Hutchins, T.L., & Prelock, P.A. (2011). Brief report: Preliminary evaluation of the ToMI and its relationship to measures of social skills. Journal of Autism and Developmental Disorders , 41, 512–517. Google Scholar logo with link to Google Scholar
Levinson, S.C. (1983). Pragmatics . Cambridge: CUP.Google Scholar logo with link to Google Scholar
Levy, Y., Tennebaum, A., & Orney, A. (2000). Spontaneous language in children with congenital neurological deficits. Journal of Speech Language and Hearing Research , 43, 351–365.Google Scholar logo with link to Google Scholar
Lord, C., & Paul, R. (1997). Language and communication in autism. In D.J. Cohen & F.R. ­Volkmar (Eds.), Handbook of Autism and Pervasive Developmental Disorders (2ndEd.) New York, NY: John Wiley & Sons.Google Scholar logo with link to Google Scholar
Lund, N.J., & Duchan, J.F. (1983). Assessing Children’s Language in Naturalistic Contexts . Englewood Cliffs, NJ: Prentice-Hall.Google Scholar logo with link to Google Scholar
Mackie, L., & Law, J. (2010). Pragmatic language and the child with emotional/behavioural difficulties (EBD): A pilot study exploring the interaction between behaviour and communication difficulty. International Journal of Communication Disorders , 45, 397–410. Google Scholar logo with link to Google Scholar
McCardle, P., Cooper, J., & Freund, L. (2005). Language and genetics: Ne Eds and opportunities. Applied Psycholinguistics , 26, 129–135. Google Scholar logo with link to Google Scholar
McLeod, S. (2004). Speech pathologists’ application of the ICF to children with speech impairment. Advances in Speech-Language Pathology , 6, 75–81. Google Scholar logo with link to Google Scholar
McLeod, S., & Threats, T. (2008). The ICF-CY and children with communication difficulties. International Journal of Speech Language Pathology , 10, 92–109. Google Scholar logo with link to Google Scholar
McShane, J. (1980). Learning to Talk . Cambridge: CUP.Google Scholar logo with link to Google Scholar
McTear, M.F., & Conti-Ramsden, G. (1992). Pragmatic Disability in Children . London: Whurr.Google Scholar logo with link to Google Scholar
Miller, C.A. (2001). False belief understanding in children with specific language impairment. Journal of Communication Disorders , 34, 73–86. Google Scholar logo with link to Google Scholar
Miller, C. (2004). False belief and sentence complement performance in children with specific language impairment. International Journal of Language & Communication Disorders , 39, 191–213. Google Scholar logo with link to Google Scholar
Miller, C.A. (2006). Developmental relationships between language and theory of mind. American Journal of Speech-Language Pathology , 15, 142–154. Google Scholar logo with link to Google Scholar
Nelson, K. (1981). Individual differences in language development: Implications for development and language. Developmental Psychology , 17, 170–187. Google Scholar logo with link to Google Scholar
. (1985). Making Sense: The Acquisition of Shared Meaning . New York, NY: Academic Press.Google Scholar logo with link to Google Scholar
. (1995). Language pathways into the community of minds. In J.W. Astington, & J. Baird (Eds.), Why Language Matters for Theory of Mind (pp. 26–49). Oxford: OUP.Google Scholar logo with link to Google Scholar
Ninio, A., & Snow, C. (1996). Pragmatic Development . Boulder, CO: Westview Press.Google Scholar logo with link to Google Scholar
Norris, J.A., & Hoffman, P.R. (1990). Language intervention with naturalistic environments. Language Speech, and Hearing Services in Schools , 21, 72–84.Google Scholar logo with link to Google Scholar
Ochs, E. (1988). Culture and Language Development: Language Acquisition and Language Socialization in a Samoan Village . Cambridge: CUP.Google Scholar logo with link to Google Scholar
Owens, R.E.J. (1995). Language Disorders: A Functional Approach to Assessment and Intervention (2nd Ed.). Boston, MA: Allyn & Bacon.Google Scholar logo with link to Google Scholar
O’Neill, D.K. (2005). Talking about “new” information: The given/new distinction and children’s developing theory of mind. In J.W. Astington & J. Baird (Eds.), Why Language Matters for Theory of Mind (pp. 84–105). Oxford: OUP. Google Scholar logo with link to Google Scholar
. (2007). The Language Use Inventory for Young Children: A parent-report measure of pragmatic language development for 18–47-month-old children. Journal of Speech, Language and Hearing Research , 50, 1–15. Google Scholar logo with link to Google Scholar
. (2009). Language Use Inventory: Manual . Waterloo, ON: Knowledge in Development.Google Scholar logo with link to Google Scholar
. (2012). Components of pragmatic ability and children’s pragmatic language development. In H.-J. Schmid (Ed.), Cognitive Pragmatics (pp. 261–290). Berlin: De Gruyter. Google Scholar logo with link to Google Scholar
O’Neill, D.K., & Holmes, A. (2002). Young preschoolers’ ability to reference story characters: The contribution of gesture and character speech. First Language , 22, 73–103.Google Scholar logo with link to Google Scholar
O’Neill, D.K., Main, R.M., & Ziemski, R. (2009). “I like Barney”. Preschoolers’ spontaneous conversational initiations with peers. First Language , 29, 401–425. Google Scholar logo with link to Google Scholar
O’Neill, D.K., Pearce, M.J., & Pick, J.L. (2004). Predictive relations between aspects of preschool children’s narratives and performance on the Peabody Individualized Achievement Test – Revised: Evidence of a relation between early narrative and later mathematical ability. First Language , 24, 149–183. Google Scholar logo with link to Google Scholar
O’Neill, D.K., & Shultis, R. (2007). The emergence of the ability to track a character’s mental perspective in narrative. Developmental Psychology , 43, 1032–1037. Google Scholar logo with link to Google Scholar
Oshima-Takane, Y. (1988). Children learn from speech not addressed to them: The case of personal pronouns. Journal of Child Language , 15, 95–108. Google Scholar logo with link to Google Scholar
Paul, R., & Norbury, C.F. (2011). Language Disorders from Infancy through Adolescence: Listening, Reading, Writing and Communicating (4th Ed.). St. Louis, MO: Mosby.Google Scholar logo with link to Google Scholar
Perkins, M. (2007). Pragmatic Impairment . Cambridge: CUP. Google Scholar logo with link to Google Scholar
Perkins, M.R. (2009). Pragmatic impairment as an emergent phenomenon. In M.J. Ball, M.R. ­Perkins, N. Muller, & S. Howard (Eds.), The Handbook of Clinical Linguistics (pp. ­79–91). Oxford: Blackwell.Google Scholar logo with link to Google Scholar
Philofsky, A., Fidler, D.J., & Hepburn, S. (2007). Pragmatic language profiles of school-age children with autism spectrum disorders and Williams syndrome. American Journal of Speech-Language Pathology , 16, 368–380. Google Scholar logo with link to Google Scholar
Pianta, R.C., Cox, M.J., & Snow, K.L. (Eds.) (2007). School Readiness and the Transition to Kindergarten in the Era of Accountability . Baltimore, MD: Paul H Brookes.Google Scholar logo with link to Google Scholar
Prizant, B.M., & Wetherby, A.M. (1990). Toward an integrated view of early language and communication development and socioemotional development. Topics in Language Disorders , 10, 1–16. Google Scholar logo with link to Google Scholar
Prutting, C.A. (1982). Pragmatics as social competence. Journal of Speech and Hearing Disorders , 47, 123–134.Google Scholar logo with link to Google Scholar
. (1985). The long battle for the light. National Student Speech, Language and Hearing Association Journal , 13, 5–9.Google Scholar logo with link to Google Scholar
Prutting, C.A., & Kirchner, D.M. (1987). A clinical appraisal of the pragmatic aspects of language. Journal of Speech and Hearing Disorders , 52, 105–119.Google Scholar logo with link to Google Scholar
Rall, J., & Harris, P.L. (2000). In Cinderella’s slippers? Story comprehension from the protagonist’s point of view. Developmental Psychology , 36, 202–208. Google Scholar logo with link to Google Scholar
Rapin, I., & Allen, D.A. (1983). Developmental language disorders: Nosological considerations. In U. Kirk (Ed.), Neuropsychology of Language, Reading and Spelling (pp. 155–184). New York, NY: Academic Press.Google Scholar logo with link to Google Scholar
. (1998). The semantic-pragmatic deficit disorder: Classification issues. International Journal of Language and Communication Disorders, 33, 82–87.Google Scholar logo with link to Google Scholar
Rice, M.L., Warren, S.F., & Betz, S.K. (2005). Language symptoms of developmental language disorders: An overview of autism, Down syndrome, fragile X, specific language impairment, and Williams syndrome. Applied Psycholinguistics , 26, 7–27. Google Scholar logo with link to Google Scholar
Roberts, J.E., Chapman, R.S., Martin, G.E., & Moskowitz, L. (2008). Language of preschool and school-age children with Down syndrome and fragile X syndrome. In J.E. Roberts, R.S. Chapman, G.E. Martin, & L. Moskowitz (Eds.), Speech and Language Development and Intervention in Down Syndrome and Fragile X Syndrome (pp. 77–115). Baltimore, MD: Paul H Brookes.Google Scholar logo with link to Google Scholar
Rossetti, L. (1990). The Rossetti Infant-Toddler Language Scale: A Measure of Communication and Interaction . East Moline, IL: Linguisystems.Google Scholar logo with link to Google Scholar
Schiefelbusch, R.L., & Pickar, J. (1984). The Acquisition of Communicative Competence . Baltimore, MD: University Park Press.Google Scholar logo with link to Google Scholar
Schieffelin, B., & Ochs, E. (Eds.). (1986). Language Socialization across Cultures . Cambridge: CUP.Google Scholar logo with link to Google Scholar
Searle, J.R. (1969). Speech Acts: An Essay in the Philosophy of Language . Cambridge: CUP. Google Scholar logo with link to Google Scholar
Skarakis-Doyle, E., & Dempsey, L. (2008). Assessing story comprehension in preschool children. Topics in Language Disorders , 28, 131–148. Google Scholar logo with link to Google Scholar
Slobin, D.I. (1985). Cross-linguistic evidence for the language-making capacity. In D.I. ­Slobin (Ed.), The Crosslinguistic Study of Language Acquisition , Vol.2, Theoretical Issues (pp. 1157–1256). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Slobin, D.I., Gerhardt, J., Kyratzis, A., & Guo, J. (1996). Social Interaction, Social Context, and Language: Essays in Honor of Susan Ervin-Tripp . Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Smith, B.R., & Leinonen, E. (1992). Clinical Pragmatics: Unravelling the Complexities of Communicative Failure . London: Chapman & Hall.Google Scholar logo with link to Google Scholar
Snow, C.E., Burns, M.S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children . Washington, DC: National Academy Press.Google Scholar logo with link to Google Scholar
Sperber, D., & Wilson, D. (1986). Relevance: Communication and Cognition . Oxford: Blackwell.Google Scholar logo with link to Google Scholar
Spinelli, F., & Terrell, B. (1984). Remediation in context. Topics in Language Disorders , 5(1), 29–40. Google Scholar logo with link to Google Scholar
Squires, J., & Bricker, D. (2009). Ages & Stages Questionnaires (3rd Ed., ASQ-3). Baltimore, MD: Paul H. Brookes.Google Scholar logo with link to Google Scholar
Tager-Flusberg, H. (1999). A psychological approach to understanding the social and language impairments in autism. International Review of Psychiatry , 11, 325–334. Google Scholar logo with link to Google Scholar
Thagard, E.K., Hilsmier, A.S., & Easterbrooks, S.R. (2011). Pragmatic language in deaf and hard of hearing students: Correlation with success in general education. American Annals of the Deaf , 155, 526–534. Google Scholar logo with link to Google Scholar
Thomas-Stonell, N., Oddson, B., Robertson, B., & Rosenbaum, P. (2010). Development of the FOCUS (Focus on the Outcomes of Communication Under Six): A Communication Outcome Measure for Preschool Children. Developmental Medicine and Child Neurology, 52, 47–53. Google Scholar logo with link to Google Scholar
Thompson, L. (1996). The development of pragmatic competence: Past findings and future directions for research. In L. Thompson (Ed.), Children Talking: The Development of Pragmatic Competence (pp. 3–21). Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Tomasello, M. (1992). The social bases of language acquisition. Social Development , 1, 67–87. Google Scholar logo with link to Google Scholar
. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition . Cambridge, MA: Harvard University.Google Scholar logo with link to Google Scholar
Tough, J. (1977). The Development of Meaning . New York, NY: Halstead.Google Scholar logo with link to Google Scholar
Vallotton, C., & Ayoub, C. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly , 26, 169–181. Google Scholar logo with link to Google Scholar
Van Agt, H., Verhoeven, L., van den Brink, G., de Koning, H. (2010). The impact on socio-­emotional development and quality of life of language impairment in 8-year-old children. Developmental Medicine and Child Neurology , 53, 81–88. Google Scholar logo with link to Google Scholar
Verschueren, J. (1999). Understanding Pragmatics . London: Arnold.Google Scholar logo with link to Google Scholar
Washington, K.N. (2007). Using the ICF within speech language pathology: Application to developmental language impairment. Advances in Speech-Language Pathology , 9, 242–255. Google Scholar logo with link to Google Scholar
. (2010). Focus on practical application of the International Classification of Functioning, Disability and Health (ICF) in day-to-day clinical practice. The Canadian Association of Speech-language Pathologists and Audiologists Communiqué , 24, 4–8.Google Scholar logo with link to Google Scholar
Wetherby, A.M. (1986). The ontogeny of communicative functions in autism. Journal of Autism and Developmental Disorders , 16, 295–316. Google Scholar logo with link to Google Scholar
. (1991). Profiling pragmatic abilities in the emerging language in young children. In T.M. Gallagher (Ed.), Pragmatics of Language: Clinical Practice Issues (pp. 249–281). New York, NY: Chapman & Hall. Google Scholar logo with link to Google Scholar
Wetherby, A.M., & Prizant, B.M. (1993). Communication and Symbolic Behavior Scales: Normed edition . Baltimore, MD: Paul H. Brookes.Google Scholar logo with link to Google Scholar
World Health Organization (2007). International Classification of Functioning, Disability and Health – Version for Children and Youth: ICF-CY . Geneva: World Health Organization.Google Scholar logo with link to Google Scholar
Wigglesworth, G. (1990). Children’s narrative acquisition: A study of some aspects of reference and anaphora. First Language , 10, 105–25. Google Scholar logo with link to Google Scholar
Wiig, E., & Semel, E. (1976). Language Disabilities in Children and Adolescents . Columbus, OH: Charles E. Merrill.Google Scholar logo with link to Google Scholar
Winner, M.G. (2007). Thinking about YOU Thinking about ME (2nd Ed.). San Jose, CA: Think Social Publishing.Google Scholar logo with link to Google Scholar
Cited by (12)

Cited by 12 other publications

Alkaf, Fatma, Mahmoud Mohamed Emam, Rashid Almehrizi, Ali-Mahdi Kazem, Gary A. Troia & Muna Al-Bulushi
2024. Predicting Written Language Competence and Pragmatics in Students at Risk of Reading Disability in Oman Using Teacher Report Data. Communication Disorders Quarterly 45:2 ► pp. 83 ff. DOI logo
Fipp-Rosenfield, Hannah L., Rachel S. Levy, Jeffrey M. Grauzer, Aaron Kaat & Megan Y. Roberts
2024. Autistic Children's Irritability During Social Communication Assessments. American Journal of Speech-Language Pathology 33:1 ► pp. 369 ff. DOI logo
Fernández-Flecha, María, Andrea Junyent & María Blume
2023. Pragmatic development in Peruvian children. Pragmatics & Cognition 30:2 ► pp. 377 ff. DOI logo
Pesco, Diane & Daniela K. O’Neill
2023. Assessing pragmatics in early childhood with the Language Use Inventory across seven languages. Frontiers in Psychology 14 DOI logo
Gabbatore, Ilaria, Francesca M. Bosco, Leena Mäkinen, Eeva Leinonen & Soile Loukusa
2021. Social-pragmatic contextual comprehension in Italian preschool and school-aged children: a study using the Pragma test. Intercultural Pragmatics 18:2 ► pp. 131 ff. DOI logo
Izaryk, Kristen, Robin Edge & Dawn Lechwar
2021. A Survey of Speech-Language Pathologists' Approaches to Assessing Social Communication Disorders in Children. Perspectives of the ASHA Special Interest Groups 6:1 ► pp. 1 ff. DOI logo
Longobardi, Emiddia, Antonia Lonigro, Fiorenzo Laghi & Daniela K. O'Neill
2021. The Assessment of Early Pragmatic Development: A Study of the Reliability and Validity of the Language Use Inventory-Italian. Journal of Speech, Language, and Hearing Research 64:8 ► pp. 3186 ff. DOI logo
Cardillo, Ramona, Ricardo Basso Garcia, Irene C. Mammarella & Cesare Cornoldi
2018. Pragmatics of language and theory of mind in children with dyslexia with associated language difficulties or nonverbal learning disabilities. Applied Neuropsychology: Child 7:3 ► pp. 245 ff. DOI logo
Hyter, Yvette D., Glenda DeJarnette & Kenyatta O. Rivers
2018. Social Pragmatic Communication and Literacy in African American English Speakers. Perspectives of the ASHA Special Interest Groups 3:1 ► pp. 132 ff. DOI logo
Jovanović, Nadica
2018. Contemporary knowledge of typical and atypical development of verbal communication. Биомедицинска истраживања 9:2 ► pp. 207 ff. DOI logo
Yuan, Haiying & Christine Dollaghan
2018. Measuring the Diagnostic Features of Social (Pragmatic) Communication Disorder: An Exploratory Study. American Journal of Speech-Language Pathology 27:2 ► pp. 647 ff. DOI logo
Izaryk, Kristen & Elizabeth Skarakis-Doyle
2017. Using the Delphi Technique to Explore Complex Concepts in Speech-Language Pathology: An Illustrative Example From Children's Social Communication. American Journal of Speech-Language Pathology 26:4 ► pp. 1225 ff. DOI logo

This list is based on CrossRef data as of 6 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue