Working memory difficulties are common in children with language disorders. It can be difficult for children with Developmental Language Disorder (DLD) to hold information in mind, especially when that information is verbal in nature. It is also true that difficulty with language itself can make it harder to retain things in working memory. Although evidence suggests that intervention directly targeting working memory does not convey an appreciable language or learning benefit, it is important to consider working memory or processing capacity during any intervention. By using strategies to avoid overloading working memory, the child will be more available for learning. Information will be processed more deeply, and higher quality representations will be created in long-term memory. In this webinar, we’ll review evidence-based strategies for supporting working memory and consider how best to incorporate them in intervention for children with DLD.