ABSTRACT
In this chapter, we look more closely at the link between verbal memory and the learning and use of language. We have already seen that semantic memory offers keywords and images and associations. These are structured, organised and systematically represented by language. Our verbal memory plays a key part in this process. It also plays a key role in our learning of language in the first place. The phonological and verbal aspects of memory are looked at with the language-impaired and with the hearing-impaired. From this there are implications and strategies to consider. Within this context the term ‘hearing-impaired’ describes pupils with hearing loss ranging from moderately to profoundly deaf, who have an auditory–oral method of communication and education.
