The article “Three treatments for bilingual children with primary language impairment: Examining cross-linguistic and cross-domain effects” presents a study supported by a grant received from the National Institute. on Deafness and Other Communication Disorders (NIDCD). A common developmental disorder such as the one examined in this study, primary or specific language disorder (PLI), is defined by poor language abilities not attributable to neurological, sensory, cognitive, or motor impairments or environmental factors ( Leonard, 1998; Schwartz, 2009). Children with PLI exhibit weaknesses in oral language that contribute to difficulties in written language, putting bilingual children with PLI at significant academic and social risk. The most obvious symptoms may vary depending on the severity of the deficiency, the characteristics of the language(s) to be learned, and the child's developmental stage. Bilingual children show significant deficiencies in both of their languages, compared to their peers with similar language learning experiences. Due to the significant lack of evidence needed to implement treatment protocols for bilingual children with PLI, researchers compared three different treatment programs administered by speech-language pathologists on linguistic and cognitive outcomes in Spanish/Spanish bilingual children. English people with PLI. The programs used a combination of computer-based and interactive training strategies. Participants were 59 Spanish/English bilingual children with PLI, including 50 boys and 9 girls aged 5.6 to 11.2 years. They all attended one of eight schools in the Minneapolis Public School District and received special education services. The qualifications for these SPEDs in the middle of the article......m pre-post-tests in all experimental groups were relatively modest. Outcomes for children in the active treatment groups were not statistically different from those in the control group. The limited literature on school-age children in PLI suggests that change has been slow relative to standard scores on normative benchmark tests. It was noted that they had focused their analyzes on general measures of language and cognitive skills. The study was also affected by the sample size, particularly the control group. It would have been productive to consider each child's characteristics from the outset and examine the effects of age, initial severity, and language background. The author also noted that more homogeneous samples of bilingual children with PLI in future explorations and that the overall intensity of the experimental treatment was high for children..