Clinical Question: Do working memory-based interventions improve language, reading, and/or working memory skills in school-aged children with language impairment? Method: Literature review of evidence-based practice (EBP) intervention comparisons. Sources: Google Scholar, ASHA journals database, Academic OneFile, Academic Search Complete, and ERIC. Search Terms: working memory intervention, language impairment. Number of Studies Included: 4. Primary Results: All four studies indicated that children with language impairment made improvements after memory-based interventions, although the improvements may not have been to language skills. Two separate studies reported generalization to untrained areas, namely word reading and expressive language. One study indicated that phonological awareness treatment in addition to language intervention may improve recall-based skills in children with language impairment. One study explored memory-based strategies that may be fruitful for children with language impairment. Conclusions: There appear to be direct benefits from targeting working memory skills for children with language impairment. Incorporating phonological awareness and memory strategies into language-based interventions may improve working memory deficits in children with language impairment.