Abstract
The present study investigated the relationship between phonological loops, visuospatial sketchpad, episodic buffers, and grammar skills in children with a language delay (LD). Forty-seven children with typical language development (TD) and 21 LD children conducted four working memory tasks and grammaticality judgment tasks. Through two-way mixed ANOVA and t-tests, the results revealed that LD children showed significantly lower performances on all working memory tasks. In addition, grammar skills in TD children were predicted by episodic buffers and visuospatial sketchpad, whereas a phonological loop was the only predictor of grammar skills in LD children. The study suggests that language intervention should include information organizing skills in order to improve processing efficiency. We also recommend minimizing distractors for better intervention outcomes.
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