What includes challenges in both learning to talk and to read/write for children with language impairments?

The choice referring to problems transitioning from verbal to written language accurately captures a critical challenge faced by children with language impairments. These children often struggle with the integration of spoken language skills with literacy, which significantly impacts their ability to both talk and read or write effectively.

This transition involves not just simple recall of vocabulary but also the ability to manipulate language structures, understand grammar, and apply appropriate syntax in different contexts. For children with language impairments, these skills do not develop as seamlessly as they do for their typically developing peers. As a result, they may find it particularly difficult to express thoughts in writing, connect oral language skills to reading comprehension, and understand the nuances of written expression.

In contrast, the other options are less directly related to the specific challenges of transitioning from verbal to written communication. While perceived social disorders, understanding jokes, and problems with mathematical concepts can certainly affect a child's overall academic experience, they are not as closely linked to the core difficulties associated with language impairments and the specific skill set needed for reading and writing.