Individual differences are a central characteristic of child language, and a conceptual issue in language and developmentalscience is stability. Language was evaluated at 6 months and annually through 15 years in 5167 (50.2% girls) white,monolingual singletons: 4111 typically developing children; 435 moderate-late and 51 very preterm children; 322 childrenwith dyslexia; 89 children with autism; and 221 children who had mild and/or moderate hearing impairment. Structuralequation modelling showed both typical and atypically developing childrens language skills had medium to large averagestabilities between successive waves over the span of 15 years, even accounting for child nonverbal intelligence andsociability and maternal age and education. The strong stability of child language skill from early in development acrosstypical and at-risk groups points to a highly conserved and robust individual-differences characteristic and underscoresthe importance of identifying lagging language skills and promoting childrens language environment well before formalschooling.