Absolutely, either auditory processing or receptive language disorders would be expected to affect comprehension of longer, more complex oral language, and receptive language disorders would be expected to affect comprehension of longer, more complex oral or written language. It is true that working memory deficits would be likely to have the same impacts, although I recall that she doesn't display global working memory weaknesses; it's specific to phonological memory.
On some level, it doesn't matter whether it's working memory, auditory processing, or receptive language. The bottom line is that she struggles with long, complex sentence structures, and is likely to benefit from accommodations that require teachers to shorten, repeat, and restate directions, check frequently for comprehension, and provide wait time for processing both written and oral language. Following directions will probably also be easier if they are accompanied by visual supports, and organizational supports such as checklists, rubrics, graphic organizers, timelines, flowcharts, etc. I would consider subdividing lengthy or complex assignments into intermediate benchmarks.
For text comprehension, pre-reading and active reading strategies may help, by engaging prior knowledge and providing a broader contextual framework. Some common strategies include KWL (know/want to know/learned) and SQ3R (survey/question/read/recite/review).
