SERIAL MEMORY IN CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT - EXAMINING SPECIFIC CONTENT AREAS FOR ASSESSMENT AND INTERVENTION

Serial memory difficulties affect learning for children with specific language impairment. More specifically, research on the difficulties t hat children with specific language impairment encounter in learning t o rote count are traced to problems with serial memory. In a separate domain, research on nursery rhyme knowledge suggests that children wit h specific language impairment have difficulty learning and rememberin g sequences of connected speech. Implications of current research find ings for assessment and intervention in these two domains are discusse d.