“…Although robust acquisition mechanisms are apparent in children with specific language impairment (SLI; Rice, Oetting, Marquis, Bode, & Pae, 1994), they may require more word repetitions to reach the same level of word learning performance as typically developing age-matched peers (Kan & Windsor, 2010). For example, Niebuhr-Siebert and Ritterfeld (2012) used a pre–post follow-up design to deliver audio books as a complex language input to facilitate language processing in preschool children. When repeated, audio books significantly affected word retrieval—also in children with SLI.…”