On the sensitivity and specificity of nonword repetition and sentence recall to language and memory impairments in children

Abstract

Purpose: The present study examined the utility of 2 measures proposed as markers of specific language impairment (SLI) in identifying specific impairments in language or working memory in school-age children.

Method: A group of 400 school-age children completed a 5-min screening consisting of nonword repetition and sentence recall. A subset of low (n = 52) and average (n = 38) scorers completed standardized tests of language, short-term and working memory, and nonverbal intelligence.

Results: Approximately equal numbers of children were identified with specific impairments in either language or working memory. A group about twice as large had deficits in both language and working memory. Sensitivity of the screening measure for both SLI and specific working memory impairments was 84% or greater, although specificity was closer to 50%. Sentence recall performance below the 10th percentile was associated with sensitivity and specificity values above 80% for SLI.

Conclusions: Developmental deficits may be specific to language or working memory, or include impairments in both areas. Sentence recall is a useful clinical marker of SLI and combined language and working memory impairments.