Working Memory and Linguistic Performance of Dual Language Learners With and Without Developmental Language Disorders
Publication: American Journal of Speech-Language Pathology
Volume 29, Number 3
Pages 1301-1306
Abstract
Purpose
This research note describes the use of working memory measures as potential indicators of developmental language disorders (DLD) in preschool-age dual language learners from Spanish-speaking backgrounds. This report is an extension of early work, completed by the same authors that described the diagnostic accuracy of a Spanish nonword repetition task.
Method
One hundred thirty Spanish-speaking families with preschool-age children participated; 37 children had DLD, and 93 were typically developing. Families were recruited from early childhood programs in three states in the western region of the United States. Working memory and linguistic measures were collected from the children; parents completed a vocabulary checklist and reported on their child's longest utterances.
Results
Nonverbal working memory was not associated with other measures, but verbal working memory was associated with linguistic measures. Although there were no group differences on nonverbal working memory, group differences (DLD vs. typical development) were detected on verbal working memory and linguistic measures. Verbal working memory combined with vocabulary scores resulted in 79% of cases correctly classified.
Conclusions
Working memory tasks yielded different results depending on the type of task (verbal vs. nonverbal). Outcomes from this study showed that a nonverbal working memory task (hand movement) was not useful in distinguishing preschool-age dual language children with DLD from typical peers, but a verbal working memory task (nonword repetition) may be useful if combined with other more robust linguistic measures.
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Information & Authors
Information
Published In
American Journal of Speech-Language Pathology
Volume 29 • Number 3 • August 2020
Pages: 1301-1306
PubMed: 32750287
Copyright
Copyright © 2020 American Speech-Language-Hearing Association.
History
- Received: May 21, 2019
- Revised: Jul 17, 2019
- Accepted: Oct 23, 2019
- Published online: Aug 4, 2020
- Published in issue: Aug 4, 2020
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