The Reciprocal Influences of Working Memory and Linguistic Knowledge on Language Performance: Considerations for the Assessment of Children with Developmental Language Disorder

Autor/in	Archibald, Lisa M. D.
Titel	The Reciprocal Influences of Working Memory and Linguistic Knowledge on Language Performance: Considerations for the Assessment of Children with Developmental Language Disorder
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 3, S.424-433 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2018_LSHSS-17-0094
Schlagwörter	Short Term Memory; Language Skills; Profiles; Language Impairments; Correlation; Standardized Tests; Measures (Individuals); Language Tests; Speech Language Pathology; Task Analysis; Accuracy; Allied Health Personnel; Children + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Language skill; Sprachkompetenz; Charakterisierung; Profilanalyse; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Korrelation; Standadised tests; Standardisierter Test; Messdaten; Language test; Sprachtest; Aufgabenanalyse; Child; Kind; Kinder
Abstract	Purpose: This article considers how the language performance of school-age children with language impairments, such as developmental language disorder, is influenced by the reciprocal relationship of existing linguistic knowledge and working memory resources and the resultant implications for assessment. Method: A viewpoint is provided by reviewing working memory theory, empirical evidence of the reciprocal relationship between working memory and existing language knowledge, and critically evaluating available standardized and nonstandardized tools designed to assess working memory or linguistic skills. Conclusions: Speech-language pathologists with an excellent understanding of the reciprocal relationship between working memory and linguistic knowledge will need to examine performance across tasks and contexts varying in these demands in order to achieve an accurate clinical profile of relevant strengths and weaknesses for individual children. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01