ABSTRACT
The subsequent section, ‘Definitions, prevalence and causal factors’ is a preamble not only to the present chapter on speech, but also to the next two chapters, concerning difficulties with respectively grammar and comprehension, and semantics and pragmatics. This broad educational typology should allow teachers to contribute to improving a child’s communication through familiar curriculum opportunities as well as specific programmes (for an overview of child language disorders, see Schwartz, 2007).
