The term Specific Language Impairment (SLI) describes the significantly lower for its age language development level of a child in oral speech. It appears either as a result of a non-linguistic cognitive deficit, or it is attributed to the existence of a disorder in grammar or to malfunctions of the cerebral network. Depending on the interpretation and the symptomatology of the disorder, the relative adopted practical methods of teaching intervention are proposed. In this context, the present paper describes the most common linguistic and psycholinguistic clinical features of children with SLI, as well as their reading difficulties which affect their school performance. Afterwards, the individual therapeutic approaches of grammatical, linguistic and metalinguistic content and their implementation guidelines are developed, aimed at the restoration of the students.