An examination of verbal working memory, language and attention skills of children with specific language impairment

The aim of this study was to determine the relationship between verbal working memory performances, language and attention skills of children with specific language impairment. For this purpose, correlational research model was used. The sample of the study consists of 45 children aged between 60-93 months who are educated in private teaching and rehabilitation institutions in Ankara. Children's language skills were assessed with the Turkish Early Language Development Test (TELD), verbal working memory performances were assessed with the Working Memory Scale (WMC) and attention skills with the Conners' Parent Rating Scale (CPRS) "Cognitive Problems-Carelessness" subscale with DSM-5 Carelessness Index. Descriptive statistics and correlation analyzes were implemented to determine the relationship between language, attention skills and verbal working memory performances. One-way ANOVA was applied to determine whether the children differed in their special education periods, language and attention skills and verbal working memory performances. As a result, it was observed that the duration of the special education of children did not have a significant effect on language, attention skills and verbal working memory performances. In verbal working memory performance, children had difficulty in first word recall and at least nonword list recall. It was concluded that there is a relationship between verbal language skills and verbal working memory performances and, between attention skills and verbal working memory performances of children. There was no correlation between attention and verbal language skills. Keywords: Developmental language disorders, language development, working memory, attention skills