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Relationship between verbal working memory and the SCAN-C in children with specific language impairment

Lum, Jarrad A. G. and Zarafa, Michelle 2010, Relationship between verbal working memory and the SCAN-C in children with specific language impairment, Language, speech and hearing services in schools, vol. 41, no. 4, pp. 521-530.

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Title Relationship between verbal working memory and the SCAN-C in children with specific language impairment
Author(s) Lum, Jarrad A. G.ORCID iD for Lum, Jarrad A. G. orcid.org/0000-0003-2098-2403
Zarafa, Michelle
Journal name Language, speech and hearing services in schools
Volume number 41
Issue number 4
Start page 521
End page 530
Total pages 10
Publisher American Speech and Hearing Association
Place of publication [Washington, D.C.]
Publication date 2010-10
ISSN 0161-1461
1558-9129
Keyword(s) auditory processing
specific language impairment
assessment procedures
Summary Purpose: An ongoing concern with the evaluation of auditory processing disorders is the extent that assessment instruments are influenced by higher order cognitive functions. This study examined the relationship between verbal working memory and performance on the Test for Auditory Processing Disorders in Children--Revised (SCAN-C; Keith, 2000b) in children with specific language impairment (SLI) and typically developing (TD) children.

Method: Sixteen children with SLI and 16 TD children ages 8/4 to 11 years participated in the study. The children were presented with the SCAN-C and tests measuring verbal working memory.

Results:
Initial comparisons revealed that the SLI group obtained significantly lower scores than the TD group on the SCAN-C. However, after controlling for verbal working memory, significant differences between the 2 groups were no longer observed. Correlational analyses revealed that the composite score from the SCAN-C was related to all tests assessing verbal working memory.

Conclusions:
Performance on the SCAN-C may be related to working memory functioning. As a consequence, it is unclear whether difficulty on this task should be viewed as a problem with auditory processing or a problem with verbal working memory.
Language eng
Field of Research 130303 Education Assessment and Evaluation
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2010, American Speech and Hearing Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30031547

Document type: Journal Article
Collection: School of Psychology
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Created: Thu, 09 Dec 2010, 13:05:05 EST by Jane Moschetti

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