Specific Language Impairment (SLI) occurs in 6.3% of children, twice as much in males than females (Pinborough-Zimmerman et al. 2007). The typical range of prevalence of SLI during the preschool/early school years is between 2% and 8% with an overall median prevalence of 5.95% (National Institute on Deafness and Other Communication Disorders, NIDCD, 20'0). SLI involves delays or deficits in expressive or receptive language development, or both (Muursepp, Aibast, Gapeyeva, & Paasuke, 2014). In the case of the expressive language impairment (ELI), children's language is characterized by small vocabularies; short, incomplete sentences; and confusing or disorganized conversations (Muursepp et al. 2014). ELI may involve difficulties with the form of language (phonology, morphology, syntax), the content of language (semantics), and/or the function of language in communication (pragmatics) (American Speech-Language-Hearing Association, ASHA, 1993)./ Deficits in phonology may include difficulties with early speech sound production, and/or weak phonological awareness skills (i.e., rhyming, sound isolation, segmentation, and blending), resulting in struggles with reading and writing (ASHA, 2015). Deficits in morphology and syntax may include late use of word combinations, shorter utterances in words with errors often occurring on verbs (especially verb endings, auxiliary verbs, and past tense marking of regular and irregular forms), function words, pronouns, plurals, and later- developing prefixes/suffixes with difficulties in reading and understanding the meaning of words (ASHA, 2015). Impairments in semantics may include poor vocabulary use; word-finding difficulties; using synonyms/antonyms, multiple-meaning words, and figurative language (e.g., idioms, metaphors, proverbs, humor, poetic language); poor organization of narratives and expository discourse that impacts ability to convey intended meaning (ASHA, 2015). Difficulties in pragmatics may include difficulty expressing ideas, feelings, and personal experiences or difficulty initiating/sustaining conversations (ASHA, 2015)./ The purpose of this chapter is to review the most relevant research published that informs the definition, identification, and treatment of expressive language impairment (ELI) in children ages 3 to 10 years, with a focus on phonetic and phonological interventions. Early identification and treatment of ELI is crucial for several reasons. First, the Common Core State Standards Initiative (2015) emphasizes the importance of oral language and learning to read and write. Grade-specific morphological awareness standards begin to appear as early as 1st grade, specifically in the areas of Language Knowledge, Vocabulary, and Reading Phonics/Word Recognition (Smith Gabig & Zaretsky, 2013). Second, adequate phoneme awareness appears critical to speech production and early reading success for children with speech impairment (Macrae & Tyler, 2014; Nathan, Stackhouse, Goulandris, & Snowling, 2004; Rvachew, Nowak, & Cloutier, G., 2004)./ Targeted areas of intervention for expressive language deficits (ages 3 to 10) include but are not limited to phonological interventions such as increasing consonant repertoire, decreasing the use of phonological processes (e.g., final consonant deletion, fronting), and enhancing phonological awareness skills (e.g., rhyming, blending, segmenting, and elision) (ASHA, 2015). Timely implementation of such interventions, wherever the existing language skills may be on the expressive communication continuum, will benefit children's short-term as well as long-term language, literacy, and social-emotional skills (Greenwood et al. 2013; Hawa & Spanoudis, 2014; Poll & Miller, 2013; O'Hare, 2013).