Alt, M. (2011). Phonological working memory impairments in children with specific language impairment: Where does the problem lie? Journal of Communication Disorders, 44(2), 173-185 doi:10.1016/j.jcomdis.2010.09.003.
Arrington, C. N., Kulesz, P. A., Francis, D. J., Fletcher, J. M., & Barnes, M. A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 1-59 doi:10.1080/10888438.2014.902461.
Baddeley, A. (1986). Working memory. Oxford, GB: Clarendon Press.
Baddeley, A., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psycholocial Review, 105(1), 158-173.
Borella, E., & de Ribaupierre, A. (2014). The role of working memory, inhibition, and processing speed in text comprehension in children. Learning and Individual Differences, 34:86-92 doi:10.1016/j.lindif.2014.05.001.
Carretti, B., Borella, E., Cornoldi, C., & De Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta analysis. Learning and Individual Differences, 19:246-251 doi:10.1016/j.lindif.2008.10.002.
Catts, H. W. (2009). The narrow view of reading promotes a broad view of comprehension. Language, Speech, and Hearing Services in Schools, 40(2), 178-183 doi:10.1044/0161-1461 (2008/08-0035).
Catts, H. W., Kamhi, A. G. (2005). Language and reading disabilities(2nd ed.), Boston, MA: Allyn & Bacon.
Christopher, M. E., Miyake, A., Keenan, J. M., Pennington, B., DeFries, J. C., Wadsworth, S. J., ..., & Olson, R. K. (2012). Predicting word reading and comprehension with executive function and speed measures across development: A latent variable analysis. Journal of Experimental Psychology: General, 141(3), 470-488 doi:10.1037/a0027375.
Dehaene, S. (2009). Reading in the brain: The new science of how we read. New York: Penguin.
Diamond, A. (2006). The early development of executive functions. Lifespan Cognition: Mechanisms of Change, 210:70-95.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64:135-168 doi:10.1146/annurev-psych113011-143750.
Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41(5), 1136-1146 doi:10.1044/jslhr.4105.1136.
Engel de Abreu, P. M. J., Puglisi, M. L., Cruz-Santos, A., Befi-Lopes, D. M., & Martin, R. (2014). Effects of impoverished environmental conditions on working memory performance. Journal of Memory, 22(4), 323-331 doi:10.1080/09658211.2013.781186.
E-Prime (Version 2.0). [Computer software]. Pittsburgh, PA: Psychology Software Tools Inc.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31-60 doi:10.1037/0033-2909.134.1.31.
Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29(3), 336-360 doi:10.1016/0749-596X(90)90004-J.
Gernsbacher, M. A., & Faust, M. E. (1991). The mechanism of suppression: a component of general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17:245-262 doi:10.1037/0278-7393.17.2.245.
Henry, L. A., Messer, D. J., & Nash, G. (2012). Phonological and visuospatial short-term memory in children with specific language impairment. Journal of Cognitive Education and Psychology, 11(1), 45-56 doi:10.1891/1945-8959.11.1.45.
Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16(2), 233-253 doi:10.1111/j.2044-835X.1998.tb00921.x.
Johnston, J. R., Smith, L. B., & Box, P. (1997). Cognition and communication: Referential strategies used by preschoolers with specific language impairment. Journal of Speech, Language, and Hearing Research, 40(5), 964-974 doi:10.1044/jslhr.4005.964.
Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99:122-149 doi:10.1037/0033-295X.99.1.122.
Klein, G. S. (1964). Semantic power measured through the interference of words with color-naming. The American Journal of Psychology, 77(4), 576-588 doi:10.2307/1420768.
Marton, K., Campanelli, L., Eichorn, N., Scheuer, J., & Yoon, J. (2014). Information processing and proactive interference in children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 57(1), 106-119 doi:10.1044/1092-4388(2013/12-0306).
Mazuka, R., Jincho, N., & Oishi, H. (2009). Development of executive control and language processing. Language and Linguistics Compass, 3(1), 59-89 doi:10.1111/j.1749-818X.2008.00102.x.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100 doi:10.1006/cogp.1999.0734.
Montgomery, J. W. (2002). Understanding the language difficulties of children with specific language impairments: Does verbal working memory matter? American Journal of Speech-Language Pathology, 11(1), 77-91 doi:10.1044/1058-0360(2002/009).
Montgomery, J. W., & Windsor, J. (2007). Examining the language performances of children with and without specific language impairment: Contributions of phonological short-term memory and speed of processing. Journal of Speech, Language, and Hearing Research, 50(3), 778-797 doi:10.1044/1092-4388(2007/054).
Munson, B., Kurtz, B. A., & Windsor, J. (2005). The influence of vocabulary size, phonotactic probability, and wordlikeness on nonword repetitions of children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 48:1033-1047 doi:10.1044/1092-4388(2005/072).
Nouwens, S., Groen, M. A., & Verhoeven, L. (2016). How storage and executive functions contribute to children’s reading comprehension. Learning and Individual Differences, 47:96-102 doi:10.1016/j.lindif.2015.12.008.
Ouellette, G. O. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554-566 doi:10.1037/0022-0663.98.3.554.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.
Stoet, G., Markey, H., & López, B. (2007). Dyslexia and attentional shifting. Neuroscience Letters, 427(1), 61-65 doi:10.1016/j.neulet.2007.09.014.
Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99-114 doi:10.1177/001440290006700107.
Wilson, S. P., & Kipp, K. (1998). The development of efficient inhibition: Evidence from directed-forgetting tasks. Developmental Review, 18(1), 86-123 doi:10.1006/drev.1997.0445.
Zelazo, P. D., Müller, U. (2002). Executive function in typical and atypical development. In U. Goswami (Ed.), Handbook of childhood cognitive development. (pp. 445-469). Oxford, GB: Blackwell; doi:10.1002/9780470996652.ch20.
Chung, B. J. (2011). Relationships among word recognition, reading comprehension, phonological awareness, working memory, listening comprehension, and inferential skills: A two-year longitudinal study of second and third graders. Journal of Speech-Language & Hearing Disorders, 20(1), 103-121.
Kim, A. H. (2013). A comparison of elementary students with reading disabilities to students without disabilities on vocabulary performance and error patterns. The Korea Journal of Learning Disabilities, 10(1), 51-67.
Kim, D., Cho, Y., Jeong, S., & Koh, H. (2015). A multilevel meta-analysis of vocabulary intervention for students with and without learning difficulties and students with learning disability. Korean Journal of Special Education, 50(1), 121-145.
Kim, D., Lee, J., & Kim, H. (2019). Analysis of vocabulary and reading comprehension abilities of elementary school 6th grade students using the latent class model. Journal of Special Education for Curriculum and Instruction, 12(1), 27-44 doi:10.24005/seci.2019.12.1.27.
Kim, Y., Hong, G., Kim, K., Jang, H., Lee, J. (2009). Receptive & expressive vocabulary test (REVT). Seoul: Seoul Community Rehabilitation Center.
Kim, J. L., Kang, E. H., & Lee, J. Y. (2018). The effects of phonological awareness intervention program on the phonological awareness and word recognition ability in children with intellectual disabilities. Journal of Speech-Language & Hearing Disorders, 27(3), 1-12.
Kim, S. J., & Choi, Y. H. (2007). Effects of phonological short-term memory, learning styles, and oral repetition on middle school students’ learning of English vocabulary. Foreign Languages Education, 14(1), 243-270.
Oh, H. J., & Lee, Y. K. (2007). Reading ability of korean lower graders with specific language impairment. Journal Of Speech-Language & Hearing Disorders, 16(4), 61-74.
Hwang, M. (2014). Working memory of children with reading comprehension difficulty: Sentence repetition and nonword repetition. The Korea Journal of Learning Disabilities, 11(1), 53-72.
Lee, H. J. (2010). The influences of number of syllables and wordlikeness on 3-to 5-year-old Korean-English bilingual children’s nonword repetition. (Master’s thesis). Retrieved from http://www.riss.kr/link?id=T11929916.
Lee, S., Kim, H., Kim, T., Han, J., & Yim, D. (2019). Comparison of idiom comprehension ability and its relationship to executive functions in school-aged children with and without vocabulary delay. Journal of Educational Research, 57(4), 215-246 doi:10.30916/KERA.57.4.215.
Yang, Y., Yim, D., & Bae, K. (2015). Predictors of word learning in children with specific language impairment. Communication Sciences & Disorders, 20(1), 1-12 doi:10.12963/csd.14176.
Yang, Y., Yim, D., Kim, S., & Han, J. (2013). The relationship among receptive vocabulary, non-word repetition, and quick incidental learning in preschoolers with and without delay in vocabulary development. Communication Sciences & Disorders, 18(4), 379-391 doi:10.12963/csd.13079.
Yang, Y., & Yim, D. (2018). The role of executive function for vocabulary acquisition and word learning in preschool-age children with and without vocabulary delay. Communication Sciences & Disorders, 23(1), 43-59 doi:10.12963/csd.18469.
Yim, D., & Han, J. (2019). Phonological loops, visuospatial sketchpad, episodic buffers, and inhibition in children with a language delay. Korean Journal of Special Education, 54(2), 183-204 doi:10.15861/kjse.2019.54.2.183.
Yoo, J., & Yim, D. (2018). Relationship among executive functions, vocabulary and reading skills in school-aged children with and without poor vocabulary. Communication Sciences & Disorders, 23(3), 570-583 doi:10.12963/csd.18523.
Yoon, H. (2019). Word reading, reading fluency, and reading comprehension of first graders with and without vocabulary delay. Journal of Learner-Centered Curriculum and Instruction, 19(18), 143-158 doi: 10.22251/jlcci.2019.19.18.143.
