Specific Language Impairment
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...... Standardized tests measured receptive vocabulary, reading ability, oral comprehension, grammar reception and non-verbal intelligence using scales that are accepted as British educational standards. Results on each of these tests were compared to age-specific norms. Authors chose these specific tests, as they reflected different aspects of language and memory
The authors concluded that memory skilled tapped by repetition play a central role in language development. It also demonstrated that differences are greatest for three and four syllable non-words than for single syllables (Gathercole & Baddeley, 1990). Non-word repetition abilities were found to be different between the language-disordered and control groups. Phonological encoding tests indicated that the working memory of poor readers was characterized by a reduced capacity to store phonological elements (Gathercole & Baddeley, 1990)......
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