References
- American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
- Archibald, L. (2017). Working memory and language learning: A review. Child Language Teaching and Therapy, 33, 5–17. doi:10.1177/0265659016654206
- Archibald, L., & Gathercole, S. (2007). The complexities of complex memory span: Storage and processing deficits in specific language impairment. Journal of Memory and Language, 57, 177–194. doi:10.1016/j.jml.2006.11.004
- Archibald, L., & Harder, K. (2016). Rethinking the connection between working memory and language impairment. International Journal of Language & Communication Disorders, 51, 252–264. doi:10.1111/1460-6984.12202
- Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423. doi:10.1016/S1364-6613(00)01538-2
- Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annuals Reviews of Psychology, 63, 1–29. doi:10.1146/annurev-psych-120710-100422
- Ebert, K. D., & Kohnert, K. (2011) Sustained attention in children with primary language impairment: A meta-analysis. Journal of Speech Language and Hearing Research, 54, 1372–1384. doi:10.1044/1092-4388(2011/10-0231)
- Fedorenko, E. (2014). The role of domain-general cognitive control in language comprehension. Frontiers in Psychology, 28, 1–17. doi:10.3389/fpsyg.2014.00335
- Gallagher, A. L., & Chiat, S. (2009). Evaluation of speech and language therapy interventions for pre-school children with specific language impairment: A comparison of outcomes following specialist intensive, nursery-based and no intervention. International Journal of Language Comunication Disorders, 44, 616–638. doi:10.1080/13682820802276658
- Gathercole, S. E., & Alloway, T. (2012). Working memory & learning. London, UK: Sage.
- Gathercole, S. E., Woolgar, F., CALM Team, Kievit, R. A., Astle, D., Manly, T., & Holmes, J. (2016). How common are WM deficits in children with difficulties in reading and mathematics? Journal of Applied Research and Memory Cognition, 5(4), 384–394. doi:10.1016/j.jarmac.2016.07.013
- Gutiérrez-Clellen, V., Restrepo, M., & Simon-Cereijido, G. (2006). Evaluating the discriminant accuracy of a grammatical measure with Spanish-speaking children. Journal of Speech, Language and Hearing Research, 49, 1209–1223. doi:10.1044/1092-4388(2006/087)
- Holmes, J., Butterfield, S., Cormack, F., Van Loenhoud, A., Ruggero, L., Kashikar, L., & Gathercole, S. (2015). Improving working memory in children with low language abilities. Frontiers in Psychology, 6, 519. doi:10.3389/fpsyg.2015.00519
- Key-DeLyria, S., & Altmann, L. (2016). Executive function and ambiguous sentence comprehension. American Journal of Speech-Language Pathology, 25, 252–267. doi:10.1044/2015_AJSLP-14-0111
- Kirk, S. A., McCarthy, J. J., & Kirk, W. D. (1968). Illinois Test of Psycholinguistic Abilities. Urbana, IL: University of Illinois Press.
- Kohnert, K., Windsor, J., & Ebert, K. D. (2009). Primary or “specific” language impairment and children learning a second language. Brain and Language, 109, 101–111. doi:10.1016/j.bandl.2008.01.009
- Leonard, L. (2014). Children with specific language impairment. Cambridge, MA: MIT Press.
- Levene, H. (1969). Robust tests for equality of variances. In I. Olkin, H. Hotelling et al. Contributions to Probability and Statistics: Essays in Honor of Harold Hotelling. Stanford University Press. pp. 278–292.
- Melby, M., & Hume, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49, 270–291. doi:10.1037/a0028228
- Mendoza, E. (2016). Specific language disorder. Progress in the study of an invisible disorder. Madrid, Spain: Pirámide.
- Mitchell, J. (2001). Mastering memory (3rd ed.). London, UK: Communication and Learning Skills Centre.
- Rourke, B. P., Van Der Vlugt, H., & Rourke, S. B. (2002). Practice of child-clinical neuropsychology: An introducction. Lisse, Netherlands: Swets & Zeitlinger.
- Sanz-Torrent, M., Serrat, M., Andreu, L., & Serra, M. (2008). Verb morphology in Catalan and Spanish in children with specific language impairment: A developmental study. Clinical Linguistic & Phonetics, 22, 459–474. doi:10.1080/02699200801892959
- Semel, E., Wiig, E., & Secord, W. (2006). Clinical Evaluation of Language Fundamentals CELF-4 (4th ed.). San Antonio, TX: Psychological Corporation.
- Simone, A. N., Marks, D. J., Bédard, A. C., & Halperin, J. M. (2017). Low working memory rather than ADHD symptoms predicts poor academic achievement in school-aged children. Journal of Abnormal Child Psychology, 29. doi:10.1007/s10802-017-0288-3
- Turlye, K., & Whitfield, M. (2003). Strategy training and working memory performance. Journal of Memory and Language, 49, 446–468. doi:10.1016/S0749-596X(03)00095-0
- Vance, M. (2008). Short-term memory in children with developmental language disorder. In C. F. Norbyry, J. B. Tomblin, & D. V. M. Bishop (eds.), Understanding developmental language disorders (pp. 23–38). New York, NY: Psychology Press.
- Vugs, B., Cuperus, J., Hendriks, M., & Verhoeven, L. (2013). Visuospatial working memory in specific language impairment: A meta-analysis. Research in Developmental Disabilities, 34, 2586–2597. doi:10.1016/j.ridd.2013.05.014
- Wechsler, D. (1997). Wechsler Memory Scale (3rd ed.). San Antonio, TX: The Psychological Corporation.
- Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4th ed.) (WISC-IV). San Antonio, TX: The Psychological Corporation.