The study of genetics and language disorders attempts to inform researchers and practitioners as to the possible genetic basis for a variety of language deficits. By studying specific subsets of children with disabilities and identifying the general phenotype (behavioral manifestations) with respect to linguistic skill, researchers attempt to establish a link between genetics and language ability. The present book is an edited compendium of research presented in the May 2002 Merrill Conference titled, “The Relationship of Genes, Environments, and Developmental Language Disorders: Research for the 21st Century.” Investigators in the fields of genetics, linguistics, and language disorders contributed chapters to this volume.

The volume is divided into three main sections: (a) description of clinical phenotypes, (b) cross-population comparisons, and (c) techniques that can be used to study brain activity in clinical populations and to identify genetic links to behavior. Clinical populations included are Williams syndrome, specific language impairment, Fragile X syndrome, and autism. Most of the information presented focuses only on research with monolingual English speakers, with little acknowledgment of the potential contribution of crosslinguistic research to this endeavor. The only exception is the chapter written by Phillips, in which he argues for the need to compare children's productions to those that are allowable in adult languages.

Although the volume does not focus on issues pertaining to SLA, it provides information concerning current trends in the study of language disorders. It also includes excellent discussions of the language phenotypes of a variety of clinical populations as these are evidenced in monolingual English speakers. Of particular relevance are two chapters, 8 (“Cross-etiology Comparisons of Cognitive and Language Development” by Mervis) and 11 (“Linguistics and Linking Problems” by Phillips), as they provide excellent discussions of methodological considerations when studying language abilities or disabilities. Perhaps the relevance for the field of SLA is that the volume aptly demonstrates the need to study clinical populations so that a much broader perspective and understanding of language disorders can be achieved, as any explanation must necessarily address development and disorders across the diversity of language learners.