ABSTRACT
This chapter summarizes what is known about the memory and Executive Functioning of children with specific language impairment (SLI). It explains their language limitations and their impact on academic and vocational outcomes as well as typical intervention approaches. Epidemiologically-derived diagnostic criteria for defining SLI have been provided by a series of longitudinal studies of kindergarten children with SLI by Tomblin and associates. Numerous models of Working Memory (WM) have been proposed, including the multi-component model, the embedded processes model, the dual store model, and the time-based resource-sharing model to mention a few. The domain-general central executive was originally conceived of as an attentional supervisor, controlling activities across the WM system. Simple verbal storage reflects children's ability to temporarily hold in mind phonological material in the absence of performing any explicit processing activity. Intervention with adolescents typically centers on teaching skills that support their ability to meet the increasing language and academic demands of the curriculum.
