Purpose
To characterize phonological impairment and short-term memory performance of school-aged children with specific language impairment (SLI) and investigate the possible correlations between these variables.
Methods
The group comprised 15 school-aged children of both genders (14 boys) with SLI, aged between 7 years and 12 years and 11 months. They were all undergoing speech therapy. To verify phonological impairment, the tasks of naming and imitation from the phonology test were used and based the calculus of percentage of correct consonants reviewed (PCC-r). Phonological short-term memory was assessed by the Test of Pseudoword Repetition.
Results
There was no difference in PCC-R accuracy between picture naming and word imitation tasks. Phonological short-term memory performance was better for pseudowords that showed greater similarity and had fewer syllables. A positive correlation was observed between phonology and phonological short-term memory; however, while phonological performance approached the maximum number of possible correct answers, the average short-term memory performance did not reach half of the possible correct answers. PCC-r mean correct answer was higher than 85%.
Conclusion
Phonological short-term memory performance of school-aged children with SLI differs according to word similarity and pseudoword extensions, since positive correlations between these variables were observed.
Memory; Short-term; Language development; Child; Language development disorders; Child language