**Statistical learning in specific language impairment: [a community-augmented meta-analysis][1]** [Statistical learning][2] is thought to be fundamental for language acquisition, especially for grammar learning. It is thus not suprisingly that children with specific language impairment who display severe problems is their grammar development have a statistical learning disadvantage. **September 2015: Start of our CAMA project:** The project provides an estimate of the magnitude of the statistical learning disadvantage in people with SLI by means of a quantitative overview of both published and unpublished studies that investigate statistical learning in the auditory linguistic domain in people with and without SLI. Furthermore, it is explored whether the effect size measure is moderated by linguistic level (word segmentation vs. grammar) and age. **Februari 2016:** First literature-search conducted **October 2017: Our paper is out! Please check it here.** The results indicate a robust difference between people with SLI and people without SLI in their detection of statistical regularities in the auditory input. The detection of statistical regularities is, on average, not as effective in people with SLI compared with people without SLI. **July 2019:** First update! We add data from three additional studies: 1) Iao, L-S., Ng, L., Wong, A., & Lee, O. (2017). Nonadjacent dependency learning in Cantonese speaking children with and without Specific Language Impairment. *Journal of Speech, Hearing and Language Research*, 60, 694–700. https://doi.org/10.1044/2016_JSLHR-L-15 0232 2) Noonan, N. (2018) Exploring the process of statistical language learning. *Thesis and Dissertation Repository.* 5638.https://ir.lib.uwo.ca/etd/5638 3) Lammertink, I., Boersma, P., Wijnen, F., & Rispens (in press). Children with Developmental Language Disorder have an auditory verbal statistical learning deficit: evidence from an online measure. *Language Learning* Adding the results of these studies does not alter our main conclusion: typically developing children still outperform children with developmental language disorder/specific language impairment on auditory verbal statistical learning tasks. The overall weighed effect size of the mean difference is slightly lower, however. [1]: https://doi.org/10.1177/1745691614552498 [2]: https://en.wikipedia.org/wiki/Statistical_learning_in_language_acquisition [3]: https://mfr.osf.io/export?url=https://osf.io/5pu76/?action=download&direct&mode=render&initialWidth=639&childId=mfrIframe&format=1200x1200.jpeg