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This study investigated attention switching and working memory in 148 children with and without SLI (7;0 -11;11) who were propensity matched on age, gender, race, ethnicity, SES, and parental education. Children with SLI were significantly less accurate than the typically-developing (TD) controls on the attention switching task; and recalled significantly less information on an N-back task and the Woodcock Johnson Working Memory subtest. Attention and working memory were moderately correlated with language comprehension and production measures. A multiple regression analysis revealed different patterns of relationships among attention, working memory and language for children with SLI and the TD controls. Results suggest that children with SLI are not merely “low normals” and that “normal” processing models may not account for the relationships among attention, WM and language in children with SLI.
Supported by grant (R01 DC010883) from NIDCD.
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