Role of Auditory Non-Verbal Working Memory in Sentence Repetition for Bilingual Children with Primary Language Impairment

Autor/in	Ebert, Kerry Danahy
Titel	Role of Auditory Non-Verbal Working Memory in Sentence Repetition for Bilingual Children with Primary Language Impairment
Quelle	In: International Journal of Language & Communication Disorders, 49 (2014) 5, S.631-636 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12090
Schlagwörter	Elementary School Students; Secondary School Students; Bilingual Students; Bilingualism; Spanish Speaking; English; Multiple Regression Analysis; Age Differences; Short Term Memory; Sentences; Nonverbal Learning; Repetition; Nonverbal Ability + Suchen Sie Ihr Suchwort? Sekundarschüler; Bilingualismus; English language; Englisch; Age; Difference; Age difference; Altersunterschied; Kurzzeitgedächtnis; Sentence analysis; Satzanalyse; Wiederholung
Abstract	Background: Sentence repetition performance is attracting increasing interest as a valuable clinical marker for primary (or specific) language impairment (LI) in both monolingual and bilingual populations. Multiple aspects of memory appear to contribute to sentence repetition performance, but non-verbal memory has not yet been considered. Aims: To explore the relationship between a measure of non-verbal auditory working memory (NVWM) and sentence repetition performance in a sample of bilingual children with LI. Methods and Procedures: Forty-seven school-aged Spanish-English bilingual children with LI completed sentence repetition and non-word repetition tasks in both Spanish and English as well as an NVWM task. Hierarchical multiple linear regression was used to predict sentence repetition in each language using age, non-word repetition and NVWM. Outcomes and Results: NVWM predicted unique variance in sentence repetition performance in both languages after accounting for chronological age and language-specific phonological memory, as measured by non-word repetition. Conclusions and Implications: Domain-general memory resources play a unique role in sentence repetition performance in children with LI. Non-verbal working memory weaknesses may contribute to the poor performance of children with LI on sentence repetition tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10