The effect of age on the degree of improvement of pragmatics in delayed language developed children

Background The study of actual language use is called “pragmatics.” The literal meaning of an utterance is necessary, but not sufficient for the partner to reconstruct the meaning conveyed by the actor. The interventions of pragmatic impairments depend mainly on improving the four important aspects for any effective social communication contexts that are social interactions, social cognition, language processing, and pragmatic skills. Aim The paper aims to study the effect of age on pragmatic intervention to decide what age is more appropriate to give the better response of pragmatic impaired children. Patients and methods This study was conducted on 20 children with pragmatic impairments attending the Unit of Phoniatrics, in the outpatient clinic of Alexandria Main University Hospital. The children of the study were divided into two groups: group A: 10 children with pragmatic skill impairments aged (5– Results A statistically highly significant increase in the scores of the cases of the school-age studied groups A and B was seen when comparing between pre- and posttherapy, and no statistically significant difference when comparing posttherapy scores between the two studied groups. Conclusion There is no difference in improvement degree of pragmatics in the two age groups so starting therapy can be done at any age to improve the pragmatic skills of children.