Los niños con trastorno del lenguaje (TL) se han caracterizado por tener dificultades gramaticales. El objetivo de este trabajo fue analizar los errores que cometen los niños con TL, al usar preposiciones en una narración. Siendo las preposiciones una categoría compuesta por partículas heterogéneas es esperable que los niños tengan dificultad para producirlas. Participaron 45 niños monolingües hispanohablantes entre 4 y 8 años: 1) 15 niños con TL, 2) 15 pares con Desarrollo Típico (DT) y misma edad que los niños con TL, y 3) 15 con DT y mismo nivel de lenguaje (medido por la Longitud Media de la Emisión, (LME-palabras) que los niños con TL. A cada niño se le leyó un cuento y luego se le pidió que lo contara siguiendo las imágenes de la historia. Los resultados mostraron que los tres grupos cometieron errores. Los niños con TL produjeron un número significativamente mayor de omisiones sobre todo en preposiciones polisémicas. Se discuten las características gramaticales y semánticas de las preposiciones más complejas para los niños con TL. Esta investigación aporta implicaciones teóricas y clínicas, al informar sobre los patrones de uso de las preposiciones.
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