Children with Specific Language Impairment: Toward a Model of Teachability
Children's language development is universal, effortless, spontaneous, rule-governed, grammatically complex, and robust in the face of wide variations in environmental input. This characterization of language acquisition has become axiomatic in the contemporary literature. Explanatory models focus on accounting for this scenario. Yet this characterization is not completely accurate. The all-important qualifier is that it applies to most children.