Prior research focused on elementary-aged students, so this study expands results to a new age-group. This study compared the working memory, phonological memory, and vocabulary skills of adolescents who are blind with those who are sighted. This would imply that individuals who are blind should have at least comparable vocabulary abilities but this has not yet been considered. Our data would not support the contention of De Renzi and Nichelli (1975) that digit repetition is uniquely a left hemisphere function. What is known is that sighted individuals who perform well on digit span and non-word repetition tests have strong vocabulary skills. Conversely, a normal digit span performance does not rule out the possibility of brain damage, as 43 of this sample did have normal digit repetition (false negatives). Some indicates that those who are blind have poor vocabulary skills, perhaps due to missing visual information, while others demonstrate the potential for individuals to use vocabulary correctly despite a lack of visual input. Method: In a retrospective study, 19 children with SLI and 25 controls (ages 4 9-5 9), as well as 15 biSLI children and 14 controls (ages 5 1-8 9) were compared with regard to their performance on a digit span and. We investigated if language learning of bilingual children with suspected language impairment (biSLI) was also influenced and led by memory constraints. However, research related to vocabulary skills is limited and often contradictory. Purpose: Digit span and sentence repetition are identified as potential markers for specific language impairment (SLI). The SLI group appeared to benefit more from repetition than the NL group. This helps to prevent chunking by the person you are testing. Scores on both nonword repetition and digit span tasks improved significantly from first to second administrations for both groups, but remained relatively stable at the third administration. This will keep you on a steady, slow pace. When compared with their sighted peers, prior research on individuals who are blind has indicated strong working memory, as measured by digit span tests, and phonological memory, as measured by non-word repetition tasks. To keep a slow, steady pace during digit span forward or digit repetition task, try this: Say 5 (then say 5 silently to yourself), say 7 (then say 7 to yourself), say 3 (then say 3 to yourself), say 9 (then say 9 to yourself).