The study was designed to explore descriptively the differences in oral language production of three learning disabled children (8 to 9 years old) compared to normal children through observable spontaneous conversational interaction. Spontaneous language samples were videotaped and audiotaped in conversation with the experimenter, a peer, and the S's mother. Samples were evaluated in terms of linguistic maturity, syntax, semantics, and pragmatics. Contrary to the results of previous studies which have been generalized to the entire population of learning disabled children, findings suggested that auditory and visual processing deficits may contribute differentially to the oral language competence of learning disabled children. The value of single subject research methodology is emphasized. (Author/CL)