An analysis of the use of attenuation (structural or semantic softening of the speech act) and sentence structure in elicited speech acts by normally developing, learning disabled, and developmentally delayed populations is presented. In the normally developing population (1) the development of attenuation strategies is different from structural development; (2) register may be an important factor in determining appropriate attenuation devices; (3) attenuation increases with age; and (4) children in the middle age group (11-12 years) try a variety of devices, later reducing that number. The language-learning disabled group used a variety of attenuation devices which differed qualitatively or completely from those of the normal group. The developmentally delayed population used fewer attenuation devices than the normal group, and semantic devices predominated, suggesting overgeneralization of the use of specific devices. It is sugggested that instruction for the language-learning disabled group focus on the appropriate use of devices in a variety of speech acts, and instruction for the developmentally delayed group, which has a limited repertoire, concentrate on training of specific devices. (MSE)