＊長文読解no.2
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Since speech and language are independent abilities, emerging language does not reflect emerging speech in any direct way, and the reverse is also true. There's nothing necessarily wrong with someone's language abilities if they stutter, lisp, or slur their words together, but these features of their speech may need correcting if they make speech difficult to understand beyond childhood. And there's nothing necessarily wrong with someone's speech if they can't say, “She sells seashells down by the seashore” by age 6, although their language ability may need checking if they don't understand what this sentence means, in any language, at the same age.
What speech and language development have in common is that they progress through stages and that their progress takes time. In speech, it is quite noemal for English-speaking children, for example, to have difficulties pronouncing the sounds at the beginning of words like “thank” and “than” theoughout their first 8 to 10 years: the way that the many different muscles involved move together in pronouncing these speech sounds needs a lot of practice. In language, it is also normal that children have serious trouble over many years, for example, sorting out the use of pronouns like “I” and “you” or following ((8)complex) instructions (which may involve very long sentences). Children well into their early school years may not have acquired the meaning of even some relatively simple words or the mental ability to process complex sentence yet. As with the “fis-phenomenon,” in many cases these speech production problems are recognized as such by the child, who can ((9)simultaneously) understand an adult using the correctly pronounced words in complete sentences. The child chooses to use other forms of expression, or to omit certain forms, so as to avoid using what they know will be badly produced.
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