Twenty-seven children of normal non-verbal intelligence and a mean age of 8 years, attending a primary-age language unit, were assessed on measures of language, reading and behavioural adjustment. Three and a half years later, when many of the children had reached secondary school age, they were re-assessed using the same measures. Although mean language and reading age scores had improved, they were still well below age level and the gap between chronological age and language and reading ages had increased. There was also some evidence of increasing behavioural and emotional problems. Children who had moved to mainstream education at follow-up had, on average, higher levels of intelligence and significantly higher scores on language and reading tests than the children who had remained in special education. However, even amongst this group many problems persisted, although few pupils received any additional help in dealing with them.