Challenges in skill acquisition and memory retention in children with developmental language disorder

What is already known on the subject Current studies emphasize the role of long-term memory in language learning, particularly procedural memory for grammar and declarative memory for lexical knowledge but often overlook longer term performance and non-sleep memory consolidation. Additionally, most research focuses on older children, with few studies addressing younger children at critical language acquisition ages, a gap this study aims to fill. What this paper adds to the existing knowledge The study shows that children with DLD exhibit atypical patterns in declarative and procedural memory post-training. It also establishes correlations between memory types and language skills, highlighting distinct memory challenges in children with DLD compared with their TD peers. What are the potential or actual clinical implications of this work? The clinical implications of this study highlight the need for targeted interventions to address post-practice memory deficits in children with DLD. The findings indicate that children with DLD struggle with both declarative and procedural memory tasks at different post-training intervals, suggesting the necessity for early, ongoing support. Personalized educational and clinical strategies that consider each child's unique memory profile can enhance language acquisition and overall learning outcomes, making tailored interventions crucial.