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27 pre-school (26 native Czech-speaking and 1 native Russian-speaking) children (age 4; 6–7; 9 and gender 18 m; 9 f); 17 children with speech and language disorders from speech and language kindergarten (SLK) and 10 children with typical language development (TLD) from a kindergarten of common type, received two tests of language comprehension, the Token Test (TT) and the subtest from the Heidelberg Language Development Test (H-S-E-T) called The Sentence Comprehension Test (SCT). The results of the TT (success rate of children with TLD was 77%; children from SLK scored 70%) surpassed the results of the SCT (children with TLD 59%; children from SLK 44%) in both groups. The most severe deficiencies have been observed in children with SLI and a boy with severe bilateral sensorineural hearing loss. The observed differences between the means in both groups (TLD, N = 10; SLD, N = 17) were not statistically significant, using Student’s t-test (TT, p = 0.28; SCT, p = 0.11). There were not statistically significant differences between the means in children from three compared groups (TLD, N = 10; SLI, N = 8; articulation disorders, N = 6), using the ANOVA (TT, p = 0.60; SCT, p = 0.23).

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Comparison of the Results of Token Test and Sentence Comprehension Test in Pre‐school Czech Children with Typical Language Development and with Speech‐Language Disorders