Abstract
Background and rationale. Children with Specific Language Impairment (SLI) experience grammatical, phonological and semantic difficulties in oral production. Moreover, their narrative skills may also be affected. Narrative skills are relevant to study in children with SLI as they are tightly linked to reading comprehension. As for comprehension, theoretical models emphasize the importance of vocabulary and grammar, thus these components may affect narrative comprehension in children with SLI. This chapter addresses the following research questions: (a) Are there differences in the narrative comprehension in children with SLI when compared to a control group? (b) Do difficulties in narrative comprehension coexist with lexical and grammatical problems in children with SLI?
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