Determining the language skill deficits of learning-disabled students may be difficult. They have many appropriate language skills, but may miss the subtlety of language. This is exemplified by their lack of awareness of morphemes and the important information that less-stressed morphemes provide. Developing or selecting a program to improve their language skills requires consideration of students' competencies and needs. Structuring the language program involves four steps: (1) observe students' language demands within the social and academic environment, (2) make a list of the demands, (3) observe the students and rate their abilities regarding these competencies, and (4) compare all of the students' language competencies and target common language problems. Development of language skills calls for the use of language in natural situations, opportunities to explore language continuously, and generalization of skills to other settings. (JDD)