The Test of Language Development-Intermediate (TOLD-I) was administered to 26 learning disabled (LD) and 26 non-learning (NLD) elementary-aged black children. The subjects were matched for age, IQ, and class placement. Significant differences were found between the two groups on the standardized language assessment. Results are discussed with respect to (a) relative performance of LD and NLD black children on standardized language testing, (b) the assessment measures most useful in detecting language disorders in black children versus those producing a biasing effect, and (c) effects of socioeconomic factors on the language test performance of black children.
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