ABSTRACT
Language-related disorders, such as specific language impairment (SLI), stuttering, and reading disability (RD) combined, may affect 10% to 20%, or more, of school-aged children in this country (Leske, 1981; Pennington, 1991a). Therefore, our grasp of how genes and environment work together to lead to deviations in language development is critical. Admittedly, however, our knowledge about the specific role that genes play in most complex neurocognitive disorders like SLI is limited, short of some very basic information applicable to genetic counseling and genetically special populations (Plumridge, Bennett, Dinno, & Branson, 1993; Roberts & Pembrey, 1985; Siegel-Sadewitz & Shprintzen, 1982; Sparks, 1984). 1
