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Background: Children with pragmatic language impairment (PLI) show impairments in the use of language in social contexts. Although the issue has been gaining attention in recent literature, not much is known about the developmental trajectories of children who experience pragmatic language problems. Since narrative competence is an important predictor of both academic and social success, evaluating narrative competence in children with PLI is deemed important.

Aims: To examine the development of narrative competence of children with PLI compared with typically developing (TD) children using a prognostic longitudinal design.

Methods & Procedures: Using the Dutch adaptation of the Renfrew Bus Story Test, narrative competence was assessed at ages 5–7 for a group of 84 children with PLI and a group of 81 TD children. Groups were compared on measures of narrative productivity, organization of …