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Although some young children can read aloud with apparent fluency, they fail to understand fully or remember connected discourse. The authors of this 1991 work observed that teachers usually monitored reading ability by listening to children read aloud, or by using reading tests that concentrate on word recognition skills. Thus, comprehension problems could go unnoticed.

Advanced language acquisition is possible in spite of serious mental handicap. This is the conclusion reached at the end of a thorough study of the language of a Down Syndrome adult, confirming corresponding indications in the recent literature. These data have most important implications for theories of language and language acquisition.