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ERIC Number: EJ878628
Record Type: Journal
Publication Date: 2010-Feb
Pages: 17
Abstractor: As Provided
Reference Count: 183
ISBN: N/A
ISSN: ISSN-1058-0360
Working Memory and Specific Language Impairment: An Update on the Relation and Perspectives on Assessment and Treatment
Montgomery, James W.; Magimairaj, Beula M.; Finney, Mianisha C.
American Journal of Speech-Language Pathology, v19 n1 p78-94 Feb 2010
Purpose: Children with specific language impairment (SLI) demonstrate significant language impairments despite normal-range hearing and nonverbal IQ. Many of these children also show marked deficits in working memory (WM) abilities. However, the theoretical and clinical characterization of the association between WM and language limitations in SLI is still sparse. Our understanding of this association would benefit greatly from an updated and thorough review of the literature. Method: We review the newest developments in these areas from both a theoretical and clinical perspective. Our intent is to provide researchers and practicing clinicians (a) a conceptual framework within which the association between WM and language limitations of children with SLI can be understood and (b) potentially helpful suggestions for assessing and treating the memory-language difficulties of children with SLI. Conclusions: In the past 10 years, important new theoretical insights into the range and nature of WM deficits and relation between these limitations and the language difficulties in SLI have occurred. New, robust diagnostic assessment tools and computerized treatment methods designed to enhance children's WM functioning have also been developed. The assessment, diagnosis, and treatment of the language difficulties in SLI should consider the potential influence of WM. (Contains 3 tables.)
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A