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Recent work has provided initial support for this view, tying individual differences in SL abilities to linguistic skills, including language impairments. In the current article, we provide a critical review of studies testing SL abilities in participants with and without developmental dyslexia and specific language impairment and discuss the directions that this field of research has taken so far. We identify substantial vagueness in the demarcation lines between different theoretical constructs (e.g., \u201cstatistical learning,\u201d \u201cimplicit learning,\u201d and \u201cprocedural learning\u201d) as well as in the mappings between experimental tasks and these theoretical constructs. Moreover, we argue that current studies are not designed to contrast different theoretical approaches but rather test singular confirmatory predictions without including control tasks showing normal performance. We end by providing concrete suggestions for how to advance research on SL deficits in language impairments.<\/jats:p>","DOI":"10.1177\/1745691620953082","type":"journal-article","created":{"date-parts":[[2020,11,2]],"date-time":"2020-11-02T15:49:42Z","timestamp":1604332182000},"page":"319-337","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":61,"title":["Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts"],"prefix":"10.1177","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6145-8662","authenticated-orcid":false,"given":"Louisa","family":"Bogaerts","sequence":"first","affiliation":[{"name":"Department of Psychology, The Hebrew University"},{"name":"Department of Experimental and Applied Psychology, Vrije Universiteit 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