Specific language impairment (SLI), or pure developmental language disorder, are the terms for disorders in language ability that appear in children who seem to be otherwise developing normally. The condition occurs in 7 to 14 percent of 4- to 5-year-old children (Justice, Kaderavek, Bowles & Grimm, 2005). SLI is a developmental language disorder occurring in the absence of frank neurological, sensorimotor, nonverbal cognitive or social emotional deficits (Craig, 1991). These children have normal hearing, age-appropriate nonverbal intelligence test scores, and have no neurological damage or other known factors associated language acquisition (Leonard, 2000, p.116). According to Bishop (1992). "Children with specific language impairment pose a puzzle. Their language acquisition is abnormal or delayed, yet they appear to have sufficient exposure to language input, normal capacity to perceive language, a brain which is adequate for learning in the nonverbal-domain, and intact articulatory structures" (p.2). Children with SLI lag behind their peers in language production and language comprehension, which contributes to learning and reading disabilities in school (Ratter, Mahwood & Howlin, 1992). Given this problem, researchers must continue to look for intervention approaches that will enhance learning and reading in children with SLI.