Language disorder (LD) is a neurodevelopmental disorder (Diagnostic and Statistical Manual of Mental Disorders [DSM]-

the conceptualization, classifi cation and criteria for identifying it have been evolving through clinical practice and scientifi c literature. The American Speech-Language Hearing Association (ASHA, 1980), defi ned language disorder as “the abnormal acquisition, comprehension or expression of spoken or written language”. The ASHA specifi ed, moreover, that the problem “may involve all, one, or some of the phonological and morphological, semantic, syntactic, or pragmatic components of the linguistic system”. Currently there is a consensus in the consideration of LD as a highly heterogeneous diagnostic entity, and there are several classifi cation proposals depending on whether a clinical or empirical approach is used. The most frequently reported clinical approaches are those of Rapin and Allen (1989) and those of the DSM-III (APA, 1980) and its later editions. The DSM-5 (APA, 2013) includes LDs in the diagnostic category of communication disorders, along with speech sound disorder, childhood-onset fl uency disorder, social communication disorder, and other specifi ed communication disorders. Currently the identifi cation of LD is based on the following criteria: (a) inclusion/exclusion, differentiating it from other developmental disorders; (b) specifi city: the disorder especially affects linguistic capabilities; (c) discrepancy, demonstrating that linguistic capabilitie