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Recent evidence has revealed a complex array of abilities that are relevant to language development yet are not represented in early clinical assessments. Typically, these assessments test levels of language comprehension and expression. While identifying early language problems, their predictive value is weak. We believe that abilities which are not currently assessed are essential to the development of language form and function and may prove to have the predictive value that currently eludes us. On the basis of wide-ranging recent research, we have identified joint attention, early symbolisation, affective and social responsiveness, and speech processing as key abilities. Although clinicians may recognise the importance of these abilities in individual cases, their potential prognostic value has not been tapped. The purpose of our investigation is to apply systematic measures of these abilities with 300 children who are referred for speech and language therapy at 2; 6-3;6, and to assess their language and pragmatic skills using existing measures 18 months later. The capacity of these measures to predict persistent language problems and profiles of strength and weakness will be calculated. As well as informing clinical practice, the findings from this investigation will provide new insights into the language development process and will broaden the framework of theoretical debate

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