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Description: The aim of the current study is to specify whether and how children with DLD reorganize their phonological systems with the inclusion of a meaningful referent. Preschoolers with DLD and preschoolers with typical language (TD) engaged in a novel word learning task in which they produced novel words paired with a visual semantic referent, and novel words without a meaningful referent. Segmental accuracy and networks approaches were used to assess the role of a referent on the phonological organization and stability of syllable sequences. Included in the supporting files are: a spreadsheet with participant characteristics, experimental outcomes for PCC, networks measures, and comprehension probes; IPA-Klattese conversion chart (Klatt, 1987); readme.txt files for notes on Klattese, NodeXL, and networks data organization; and individual files containing productions used for networks analyses, organized by experimental condition (non-referential vs. referential) and group (DLD vs TD). Individual networks files include transcriptions of 20 productions (10 productions of 2 words) of the following possible word pairs: /f^ʃpəm/ and /p^vgəb/; /m^fpəm/ and /b^pkəv/; and /p^btəm/ and /f^spəb/ (see manuscript for details on randomization). Note that each row is one production and each column corresponds to a syllable in the production.