ABSTRACT
Many practitioners working with children with language impairments (LI) report the diffi culty that these children appear to have with retaining verbal information. Research confi rms these observations: as a group, children with LI do less well across a range of short-term memory (STM) and working memory (WM) tasks than do typically developing children (Archibald & Gathercole, 2006a; Montgomery, 2003). Findings also suggest that any diffi culty children with LI have with retaining information in the short term may not be confi ned to verbal material (Archibald & Gathercole, 2006a; Bavin, Wilson, Maruff, & Sleeman, 2005).
