Thus, the deficit must be due to an "inefficient mapping of acoustic information into phonetic features at a central (postcochlear) conversion stage. Accordingly, these findings provide new routes by which researchers should examine and practitioners should diagnose and treat SLI (Ziegler, et.al., 2005). 7. Conclusion

We live in a day and age of rapid technological development. In the area of cognition, our knowledge of how brain works and how language functions and is processed has seen rapid advancement in just the past three decades. Given the information that we have uncovered here, there is hope for a more rapid diagnosis and a more effective treatment of students with SLI's. With more understanding of the role of input and noise, perhaps, our teachers whom area affected greatly by his or her students' performance, would understand how to properly handle such students and provide a classroom environmentally set up so as to be relatively free from outside noise. The statistics alone show the importance of understanding the basic levels of meaning so that we can help these students to process information correctly.

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