Communication abilities of non-standard language speaking children: A follow-up study

Abstract

There has recently been a growing awareness among speech and language pathologists about the problems of the non-standard language speaker when entering the school situation where standard language is predominantly used. This study deals with preschool non-standard language speaker and aims to investigate whether and to what extent the children's language and interaction patterns change after one-year exposure to a formal school situation. Results indicate that although certain language skills do change, the functional interactions patterns of these children tend to remain the same. These findings are interpreted within a social context and implications for intervention discussed.