Children with Developmental Language Disorders: Language Development and Verbal Working Memory

Introduction: This study aimed to identify the relationship between language development and verbal working memory performances of children with developmental language disorders. The sample of the study consisted of 45 children between the months of 60-93 who received individual language and speech therapy. According to the educational evaluation of governmental institutions and organizations, it was decided that these children should only receive language and speech therapy. Method: The data were obtained by using the Turkish Early Language Development Test (TELD) and the Working Memory Scale (WMS). The relationships between the sub-dimensions of verbal working memory and receptive, expressive, and verbal language development were examined. Findings: According to the results, significant relationships were found between all sub-dimensions of verbal working memory and children's language skills. The relationship between verbal short-term memory and receptive language skills was found to be higher than expressive language skills. The language development and verbal working memory performances of children did not change depending on the duration of therapy. Discussion: It was observed that children who have difficulties in language development regardless of their particular disability show different performances in the sub-dimensions of verbal working memory. It can be argued that a holistic and detailed assessment should be made by including cognitive processes along with language skills.