ABSTRACT
One of the most widely studied groups of children with language learning difficulties is a group described as “specifically language-impaired.” These are children with significant limitations in language ability who do not exhibit obvious problems in other areas of cognitive functioning. They display normal hearing, age-appropriate scores on nonverbal tests of intelligence, and show no signs of frank neurological impairment nor behaviors suggestive of autism. A common profile among specifically language-impaired children acquiring English is a mild to moderate deficit in a range of language areas, such as syntax and the lexicon, and a more serious problem with grammatical morphology.
