In the current issue (TLD, Vol. 33, Issue 4), issue editor, Lisa Archibald, has assembled authors doing cutting-edge research on the role of memory systems (verbal and nonverbal) among children with SLI and related learning difficulties. Lum and Conti-Ramsden lead off with a review and meta-analysis of literature on long-term memory, both declarative and procedural, which shows relatively better domain-specific nonverbal than verbal memory and poorer implicit learning of verbal information by children with SLI. Schuchardt, Bockmann, Bornemann, and Maehler found that only children with academic problems but no clear SLI showed deficits in using the visual-spatial sketchpad; children with reading deficits, both with and without SLI showed deficits in phonological loop and central executive functioning; and those with reading difficulties plus SLI showed more severe deficits in these areas. Botting, Psarlou, Caplin, and Nevin found that children with SLI had more difficulty on both verbal and nonverbal memory tasks, except for the most purely nonverbal task, block recall. They also observed that children with SLI might use visual encoding as a central strategy to aid performance. Pursuing the theme of using visual supports to shore up faulty verbal working memory, Alt found domain-general but mild weaknesses among SLI children’s ability to map visual information in a computer-generated visual feature recall activity. Washington and Warr-Leeper found evidence that the use of visual supports that included symbols for grammatical function words could enhance syntactic learning by young children with SLI.