The Test of Language Development--Intermediate (TOLD-I) was administered to 26 learning disabled (LD) and 26 nonLD elementary aged black children. The subjects were matched for age, IQ, and class placement. Statistically significant differences were found between the two groups on four of the five subtests of the TOLD-I. The data also were analyzed according to socioeconomic groupings with findings that the performances of the higher socioeconomic status subjects more closely approximated test norms. Study results are discussed according to (1) relative performance of LD and nonLD black children on the TOLD, (2) relative language performance of black LD and white LD children, and (3) effects of socioeconomic factors on the language test performance of black children. (Author/BS)