ABSTRACT
It has been reported that 7%–8% of preschool children are diagnosed with a language disability or impairment of unknown cause (Beitchman et al., 1986). Such children may be identified based on an abnormal discrepancy between verbal and nonverbal IQ, or a low individual language score as compared to population norms. Even though clinical definitions vary, most clinicians agree that language learning impairment (LLI) is a receptive/ expressive language difficulty that is not predicted or expected from general intelligence.
