The Role of Phonological Working Memory in Children with SLI

References

• Adams, Anne-Marie & Susan Gathercole. 1995. Phonological working memory and speech production in preschool children. Journal of Speech and Hearing Research 38. 403–414.
   PubMedGoogle Scholar
• Aguado, Gerardo. 2007. Apuntes acerca de la investigación sobre el TEL [Notes about research on SLI]. Revista de Logopedia, Foniatría y Audiología 27(3). 103–109.
   Google Scholar
• Aguado, Gerardo, Fernando Cuetos, María José Domenzáin & Benito Pascual. 2006. Repetición de pseudopalabras en niños españoles con trastorno específico del lenguaje; marcador psicolingüístico [Nonword repetition in Spanish children with SLI]. Revista de Neurología 43. 201–208.
   PubMed Web of Science ®Google Scholar
• Aguinaga, Gloria, María-Luisa Armentia, Ana Fraile, Pedro Olangua & Nicolás Uriz. 2004. Prueba de Lenguaje Oral de Navarra (PLON-R) [Test on Oral language Navarra]. Madrid: Tea.
   Google Scholar
• Alloway, Tracy & Lisa Archibald. 2008. Working memory and learning in children with developmental coordination disorder and specific language impairment. Journal of Learning Disabilities 41. 251–262.
   PubMed Web of Science ®Google Scholar
• Alloway, Tracy, Susan Gathercole, Catherine Willis & Anne-Marie Adams. 2004. A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology 87. 85–170.
   PubMed Web of Science ®Google Scholar
• Archibald, Lisa & Susan Gathercole. 2006a. Nonword repetition: A comparison of tests. Journal of Speech, Language and Hearing Research 49. 970–983.
   PubMed Web of Science ®Google Scholar
• Archibald, Lisa & Susan Gathercole. 2006b. Short-term and working memory in specific language impairment. International Journal of Language and Communication Disorders 41. 675–693.
   PubMed Web of Science ®Google Scholar
• Archibald, Lisa & Susan Gathercole. 2007. The complexities of complex memory span: Storage and processing deficits in specific language impairment. Journal of Memory and Language 57. 177–194.
   Web of Science ®Google Scholar
• Archibald, Lisa & Marc Joanisse. 2009. On the sensitivity and specifity of nonword repetition and sentence recall to language and memory impairments in children. Journal of Speech, Language and Hearing Research 52. 899–914.
   PubMed Web of Science ®Google Scholar
• Baddeley, Alan. 2003. Working memory and language: An overview. Journal of Communication Disorders 36. 189–208.
   PubMed Web of Science ®Google Scholar
• Baddeley, Alan. 2007. Working memory, thought and action. Oxford: Oxford University Press.
   Google Scholar
• Baddeley, Alan, Susan Gathercole & Costanza Papagno. 1998. The phonological loop as a language learning device. Psychological Review 105. 158–173.
   PubMed Web of Science ®Google Scholar
• Bishop, Dorothy. 1997. Cognitive neuropsychology and developmental disorders: Uncomfortable bedfellows. Quarterly Journal of Experimental Psychology 50. 899–923.
   Web of Science ®Google Scholar
• Bishop, Dorothy, Peter Bright, Cherryl James, Tom Delaney & Paula Tallal. 1999. Different origin of auditory and phonological processing problems in children with language impairment: Evidence from a twin study. Journal of Speech, Language and Hearing Research 42. 155–168.
   PubMed Web of Science ®Google Scholar
• Bishop, Dorothy, Tony North & Chris Donlan. 1996. Nonword repetition as a behavioural marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry 37. 391–403.
   PubMed Web of Science ®Google Scholar
• Bosch, Laura & Miquel Serra. 1997. Grammatical morphology deficits of Spanish-speaking children with specific language impairment. Amsterdam Series in Child Language Development 6. 33–46.
   Google Scholar
• Botting, Nicola & Gina Conti-Ramsden. 2001. Nonword repetition and language development in children with specific language impairment (SLI). International Journal of Language and Communication Disorders 36. 421–432.
   PubMed Web of Science ®Google Scholar
• Bowey, Judith. 1996. On the association between phonological memory and receptive vocabulary in five-year-olds. Journal of Experimental Child Psychology 63. 44–78.
   PubMed Web of Science ®Google Scholar
• Bowey, Judith. 2001. Nonword repetition and young children´s receptive vocabulary. A longitudinal study. Applied Psycholinguistics 22. 441–469.
   Web of Science ®Google Scholar
• Buiza, Juan José, José Antonio Adrián, Mercedes González & María José Rodríguez. 2004. Evaluación de marcadores psicolingüísticos en el diagnóstico de niños con trastorno específico del lenguaje [Evaluation of psycholinguistic markers in the diagnoses of children with SLI]. Revista de Logopedia, Foniatría y Audiología 24(4). 142–156.
   Google Scholar
• Campbell, Thomas, Chris Dollaghan, Herbert Needleman & Janine Janosky. 1997. Reducing bias in language assessment: Processing-dependent measures. Journal of Speech and Hearing Research 40. 519–525.
   Google Scholar
• Chiat, Shula. 2015. Nonword repetition. In Sharon Armon-Lotem, Jan de Jong & Natalia Meir (eds.), Methods for assessing multilingual children: Disentangling bilingualism from language impairment, 125–150. Bristol: Multilingual Matters.
   Google Scholar
• Clahsen, Harald, Monika Rothweiler, Andreas Woest & Gary Marcus. 1992. Regular and irregular inflection in the acquisition of German noun plurals. Cognition 45. 225–255.
   PubMed Web of Science ®Google Scholar
• Conti-Ramsden, Gina. 2003. Processing and linguistic markers in young children with specific language impairment (SLI). Journal of Speech, Language and Hearing Research 46. 1029–1037.
   PubMed Web of Science ®Google Scholar
• Conti-Ramsden, Gina, Nicola Botting & Brian Faragher, 2001. Psycholinguistic markers for specific language impairment. Journal of Child Psychology and Psychiatry 42. 741–748.
   PubMed Web of Science ®Google Scholar
• Conti-Ramsden, Gina & Anne Hesketh. 2003. Risk markers for SLI: A study of young language-learning children. International Journal of Language and Communication Disorders 38. 251–263.
   PubMed Web of Science ®Google Scholar
• Dollaghan, Chris. 1987. Fast mapping in normal and language-impaired children. Journal of Speech and Hearing Disorders 52. 218–222.
   PubMedGoogle Scholar
• Dollaghan, Chris & Thomas Campbell. 1998. Nonword repetition and child language impairment. Journal of Speech, Language and Hearing Research 41. 1136–1146.
   PubMed Web of Science ®Google Scholar
• Edwards, Jan, Mary Beckman & Benjamin Munson. 2004. The interaction between vocabulary size and phonotactic probability effects on children’s production accuracy and fluency in novel word repetition. Journal of Speech, Language and Hearing Research 47. 421–436.
   PubMed Web of Science ®Google Scholar
• Edwards, Jan & Margaret Lahey. 1998. Nonwords repetition of children with specific language impairment: Exploration of some explanations for their inaccurancies. Applied Psycholinguistics 19. 279–309.
   Web of Science ®Google Scholar
• Ellis Weismer, Susan. 1996. Capacity limitations in working memory: The impact on lexical and morphological learning by children with language impairment. Topics in Language Disorders 17. 33–44.
   Web of Science ®Google Scholar
• Ellis Weismer, Susan & Linda Hesketh. 1996. Lexical learning by children with specific language impairment: Effects of linguistics input presented at varying speaking rates. Journal of Speech and Hearing Research 39. 177–190.
   PubMedGoogle Scholar
• Ellis Weismer, Susan, Bruce Tomblin, Xuyang Zhang, Paula Buckwalter, Jan Chynoweth & Maura Jones. 2000. Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language and Hearing Research 43. 865–878.
   PubMed Web of Science ®Google Scholar
• Gallego, Carlos, Pilar Revilla & María Teresa Schüller. 2000. Recuerdo de material verbal en niños con disfasia funcional [Memory of verbal material in children with SLI]. Cognitiva 12(1). 37–61.
   Google Scholar
• Gathercole, Susan 2006. Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics 27. 513–543.
   Web of Science ®Google Scholar
• Gathercole, Susan & Anne-Marie Adams. 1993. Phonological working memory in very young children. Developmental Psychology 29. 770–778.
   Web of Science ®Google Scholar
• Gathercole, Susan & Alan Baddeley. 1989. Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language 28. 200–213.
   Web of Science ®Google Scholar
• Gathercole, Susan & Alan Baddeley. 1990a. The role of phonological memory in vocabulary adquisition: A study of young children learning new names. British Journal of Psychology 81. 439–454.
   Web of Science ®Google Scholar
• Gathercole, Susan & Alan Baddeley. 1990b. Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language 28. 336–360.
   Web of Science ®Google Scholar
• Gathercole, Susan, Leanne Brown & Susan Pickering. 2003. Working memory assessments at school entry as longitudinal predictors of national curriculum attainment levels. Educational and Child Psychology 20. 109–122.
   Google Scholar
• Gathercole, Susan, Graham Hitch, Elisabet Service & Amanda Martin. 1997. Short-term memory and new word learning in children. Developmental Psychology 33. 966–979.
   PubMed Web of Science ®Google Scholar
• Gathercole, Susan & Susan Pickering. 1999. Estimating the capacity of phonological short-term memory. International Journal of Psychology 34. 378–382.
   Web of Science ®Google Scholar
• Gathercole, Susan, Susan Pickering, Benjamin Ambridge & Hannah Wearing. 2004. The structure of working memory from 4 to 15 years of age. Developmental Psychology 40. 177–190.
   PubMed Web of Science ®Google Scholar
• Gathercole, Susan, Elisabet Service, Graham Hitch, Anne-Marie Adams & Amanda Martin. 1999. Phonological short-term memory and vocabulary development: Further evidence on the nature of the relationship. Applied Cognitive Psychology 13. 65–77.
   Web of Science ®Google Scholar
• Gathercole, Susan, Catherine Willis, Hazel Emslie & Alan Baddeley. 1992. Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology 28. 887–898.
   Web of Science ®Google Scholar
• Gill, Cynthia, Joan Klecan-Aker, Tim Roberts & Karen Fredenburg. 2003. Following directions: Rehearsal and visualization strategies for children with specific language impairment. Child Language Teaching and Therapy 19. 85–103.
   Google Scholar
• Gillam, Ronald B. 1997. Putting memory to work in memory intervention: Implications for practitioners. Topics in Language Disorders 18(1). 72–79.
   Web of Science ®Google Scholar
• Gillam, Ronald B., Nelson Cowan & Jeffrey A. Marler. 1998. Information processing by school-age children with specific language impairment: Evidence from a modality effect paradigm. Journal of Speech, Language and Hearing Research 41. 913–926.
   PubMed Web of Science ®Google Scholar
• Girbau, Dolors & Richard Schwartz. 2007. Non-word repetition in Spanish-speaking children with Specific Language Impairment. International Journal of Language & Communication Disorders 42. 59–75.
   PubMed Web of Science ®Google Scholar
• Gopnik, Myrna. 1997. Language deficits and genetic factors. Trends in Cognitive Sciences 1. 5–9.
   PubMed Web of Science ®Google Scholar
• Gray, Shelley. 2003. Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment. Journal of Communication Disorders 36. 129–151.
   PubMed Web of Science ®Google Scholar
• Grinstead, John, Juliana de la Mora, Amy Pratt & Blanca Flores. 2009. Temporal interface delay and root nonfinite verbs in Spanish-speaking children with specific language impairment. In John Grinstead (ed.), Hispanic child languages: Typical and impaired development. Amsterdam: John Benjamins.
   Google Scholar
• Jong, Peter F. de, María-Jose Seveke & Marjo van Veen. 2000. Phonological sensitivity and the acquisition of new words in children. Journal of Experimental Child Psychology 76. 275–301.
   PubMed Web of Science ®Google Scholar
• Junyent, Anahí. 2010. Individual differences in specific language impairment: Profiles of preschoolers exposed to Italian. Padua, Italy: University of Padua dissertation.
   Google Scholar
• Karmiloff-Smith, Annette. 1998. Development itself is the key to understanding developmental disorders. Trends in Cognitive Sciences 2. 389–398.
   PubMed Web of Science ®Google Scholar
• Lely, Heather van der. 1999. Learning from grammatical SLI. Trends in Cognitive Sciences 3(8). 286–287.
   PubMed Web of Science ®Google Scholar
• Lely, Heather van der & David Howard. 1993. Children with specific language impairment: Linguistic impairment or short-term memory deficit? Journal of Speech and Hearing Research 36. 1193–1207.
   PubMedGoogle Scholar
• Lely, Heather van der & Linda Stollwerck. 1997. Binding theory and grammatical specific language impairment in children. Cognition 62. 245–290.
   PubMed Web of Science ®Google Scholar
• Leonard, Lawrence. 1998. Children with specific language impairment. Cambridge, MA: MIT Press.
   Google Scholar
• Leonard, Lawrence. 2000. Specific language impairment across languages. In Dorothy Bishop & Lawrence Leonard (eds.), Speech and language impairments in children: Causes, characteristics, intervention and outcome. Hove: Psychology Press.
   Google Scholar
• Leonard, Lawrence & Umberta Bortolini. 1998. Grammatical morphology and the role of weak syllables in the speech of Italian-speaking children with specific language impairment. Journal of Speech, Language and Hearing Research 41. 1363–1374.
   PubMed Web of Science ®Google Scholar
• Leonard, Lawrence, Umberta Bortolini, Maria Cristina Caselli, Karla McGregor & Letizia Sabbadini. 1992. Two accounts of morphological deficits in children with specific language impairment. Language Acquisition 2. 151–179.
   Google Scholar
• Leonard, Lawrence, Susan Ellis Weismer, Carol Miller, David Francis, Bruce Tomblin & Robert Kail. 2007. Speed of processing, working memory and language impairment in children. Journal of Speech, Language and Hearing Research 50. 408–428.
   PubMed Web of Science ®Google Scholar
• Leonard, Lawrence, Julia Eyer, Lisa Bedore & Bernard Grela. 1997. Three accounts of the grammatical morpheme difficulties of English-speaking children with specific language impairment. Journal of Speech, Language and Hearing Research 40. 741–753.
   PubMed Web of Science ®Google Scholar
• Mainela-Arnold, Elina, Julia Evans & Jeffrey Coady. 2010. Explaining lexical-semantic deficits in specific language impairment: The role of phonological similarity, phonological working memory and lexical competition. Journal of Speech, Language and Hearing Research 53. 1742–1756.
   PubMed Web of Science ®Google Scholar
• Martin, Nadine, Gary Dell, Eleanor Saffran & Myrna Schwartz. 1994. Origins of paraphasias in deep dysphasia: Testing the consequences of a decay impairment to an interactive spreading activation model of lexical retrieval. Brain and Language 47. 609–660.
   PubMed Web of Science ®Google Scholar
• Martin, Nadine & Eleanor Saffran. 1992. A computational account of deep dysphasia: Evidence from a single case study. Brain and Language 43. 240–274.
   PubMed Web of Science ®Google Scholar
• Martínez, Luis, Alejandra Bruna, Marco Guzmán, Carol Herrera, Judith Valle & Marta Vásquez. 2002. Alteraciones en las representaciones fonológicas de la memoria de trabajo en niños preescolares con trastorno específico del lenguaje [Impairments in phonological representations of working memory in children with SLI]. Revista de Logopedia, Foniatría y Audiología 22(4). 181–189.
   Google Scholar
• Marton, Klara & Richard Schwartz. 2003. Working memory capacity and language processes in children with specific language impairment. Journal of Speech, Language and Hearing Research 46. 1138–1153.
   PubMed Web of Science ®Google Scholar
• Metsala, Jamie. 1999. Young children’s phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educacional Psychology 91. 3–19.
   Web of Science ®Google Scholar
• Montgomery, James. 1995. Sentence comprehension in children with specific language impairment: The role of phonological working memory. Journal of Speech and Hearing Research 38. 187–199.
   PubMedGoogle Scholar
• Montgomery, James. 2002. Understanding the language difficulties of children with specific language impairments: Does verbal working memory matter? American Journal of Speech-Language Pathology 11. 77–91.
   Web of Science ®Google Scholar
• Montgomery, James. 2004. Sentence comprehension in children with specific language impairment: Effects of input rate and phonological working memory. International Journal of Language and Communication Disorders 39. 115–134.
   PubMed Web of Science ®Google Scholar
• Montgomery, James & Julia Evans. 2009. Complex sentence comprehension and working memory in children with specific language impairment. Journal of Speech, Language and Hearing Research 52. 269–288.
   PubMed Web of Science ®Google Scholar
• Montgomery, James, Beula Magimairaj & Mianisha Finney. 2010. Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology 19. 78–94.
   PubMed Web of Science ®Google Scholar
• Montgomery, James & Jennifer Windsor. 2007. Examining the language performances of children with and without specific language impairment: Contributions of phonological short-term memory and speed of processing. Journal of Speech, Language and Hearing Research 50. 778–797.
   PubMed Web of Science ®Google Scholar
• Munson, Benjamin, Beth Kurtz & Jennifer Windsor. 2005. The influence of vocabulary size, phonotactic probability and wordlikeness on nonword repetitions of children with and without language impairment. Journal of Speech, Language and Hearing Research 48. 1033–1047.
   PubMed Web of Science ®Google Scholar
• Norbury, Frazier, Dorothy Bishop & Josie Briscoe. 2002. Does impaired grammatical comprehension provide evidence for an innate grammar module? Applied Psycholinguistics 23. 247–268.
   Web of Science ®Google Scholar
• Oetting, Janna, Mabel Rice & Linda Swank. 1995. Quick incidental learning (QUIL) of words by school-age children with and without SLI. Journal of Speech and Hearing Research 38. 434–445.
   PubMedGoogle Scholar
• Rice, Mabel, Patricia Cleave & Janna Oetting. 2000. The use of syntactic cues in lexical acquisition by children with specific language impairment. Journal of Speech, Language and Hearing Research 43. 582–594.
   PubMed Web of Science ®Google Scholar
• Rice, Mabel, Janna Oetting, Janet Marquis, John Bode & Soyeong Pae. 1994. Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech and Hearing Research 37. 106–122.
   PubMedGoogle Scholar
• Rice, Mabel & Kenneth Wexler. 1996. Toward tense as a clinical marker of specific language impairment in English-speaking children. Journal of Speech and Hearing Research 39. 1239–1257.
   PubMedGoogle Scholar
• Roy, Penny & Shula Chiat. 2013. Teasing apart disadvantage from disorder: The case of poor language. In Chloë R. Marshall (ed.), Current issues in developmental disorders. Hove: Psychology Press.
   Google Scholar
• Schwartz, Richard & Lawrence Leonard. 1982. Do children pick and choose? An examination of phonological selection and avoidance in early lexical acquisition. Journal of Child Language 9. 319–336.
   PubMed Web of Science ®Google Scholar
• Stothard, Susan, Margaret Snowling, Dorothy Bishop, Barry Chipchase & Carole Kaplan. 1998. Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language and Hearing Research 41. 407–418.
   PubMed Web of Science ®Google Scholar
• Summers, Connie, Thomas Bohman, Ronald Gillam, Elizabeth Peña & Lisa Bedore. 2010. Bilingual performance on nonword repetition in Spanish and English. International Journal of Language and Communication Disorders 45. 480–493.
   PubMed Web of Science ®Google Scholar
• Swisher, Linda & David Snow. 1994. Learning and generalization components of morphological acquisition by children with specific language impairment: Is there a functional relation? Journal of Speech and Hearing Research 37. 1406–1413.
   PubMedGoogle Scholar
• Tallal, Paula. 2000. Experimental studies of language learning impairments: From research to remediation. In Dorothy Bishop & Lawrence Leonard (eds.), Speech and language impairments in children: Causes, characteristics, intervention and outcome. Hove: Psychology Press.
   Google Scholar
• Taylor, Gerry, Debra Lean & Sybil Schwartz. 1989. Pseudoword repetition ability in learning-disabled children. Applied Psycholinguistics 10. 203–219.
   Web of Science ®Google Scholar
• Thomas, Michael & Annette Karmiloff-Smith. 2002. Are developmental disorders like cases of adult brain damage? Implications from connectionist modeling. Behavioral and Brain Sciences 25. 727–788.
   PubMed Web of Science ®Google Scholar
• Torrens, Vincent & Linda Escobar. 2009. Specific language impairment in Spanish and Catalan. In John Grinstead (ed.), Hispanic child languages: Typical and impaired development. Amsterdam: John Benjamins.
   Google Scholar
• van der Lely, Heather (see Lely)Washington, Julie & Holly Craig. 2004. A language screening protocol for use with young African American children in urban settings. American Journal of Speech-Language Pathology 13. 329–340.
   PubMed Web of Science ®Google Scholar
• Wechsler, David. 2004. The Wechsler Intelligence Scale for Children. London: Pearson.
   Google Scholar