The aim of this study is to examine pragmatic awareness among elementary school children with typical developmental characteristics in a mainstream school and those with learning disabilities in a special school. Our goal is to gain insight into children’s language development and linguistic awareness, to observe their age-appropriate linguistic abilities, and to examine their role in social communication in various situations. A significant proportion of students with learning disabilities come from disadvantaged families and enter school with a language deficit. These students’ language and communication development often differs from that of their typically developing peers, affecting both their academic performance and their learning opportunities. Our study of students with learning disabilities shows that their language awareness does not change significantly after entering school; their language awareness is delayed, making reading and written instructions more difficult for them. This research contributes to understanding students’ language development and the provision of appropriate pedagogical support.