In this article, the author reviews the state of the art in school-age language learning disabilities. Some of the key connections among language, learning, and reading disabilities are outlined. The challenges facing speech and language professionals and other specialists who work within and outside of postmillennium classrooms are presented, and several solutions are offered. A “good news”/“bad news” metaphor is used to summarize the advances and roadblocks that exist in both research and practice in language learning disabilities. The centrality of language in literacy and academic success is emphasized throughout the discussion. Professionals are encouraged to evaluate the appropriateness and relevance of their language intervention decisions and to take a hard look at some of the popular ideas in school-age language disorders that require further scrutiny.
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