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Autor/inn/enAlloway, Tracy Packiam; Gathercole, Susan Elizabeth; Adams, Anne-Marie; Willis, Catherine; Eaglen, Rachel; Lamont, Emily
TitelWorking Memory and Phonological Awareness as Predictors of Progress towards Early Learning Goals at School Entry
QuelleIn: British Journal of Developmental Psychology, 23 (2005) 3, S.417-426 (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0261-510X
DOI10.1348/026151005X26804
SchlagwörterSpeech Communication; Phonological Awareness; Short Term Memory; Nonverbal Ability; Writing Skills; Reading Skills; Listening Skills; Social Development; School Readiness; Measures (Individuals); Mathematics Skills; Cognitive Ability; Correlation; Scores; Interpersonal Competence; Role
AbstractThis study investigates whether working memory skills of children are related to teacher ratings of their progress towards learning goals at the time of school entry, at 4 or 5 years of age. A sample of 194 children was tested on measures of working memory, phonological awareness, and non-verbal ability, in addition to the school-based baseline assessments in the areas of reading, writing, mathematics, speaking and listening, and personal and social development. Various aspects of cognitive functioning formed unique associations with baseline assessments; for example complex memory span with rated writing skills, phonological short-term memory with both reading and speaking and listening skills, and sentence repetition scores with both mathematics and personal and social skills. Rated reading skills were also uniquely associated with phonological awareness scores. The findings indicate that the capacity to store and process material over short periods of time, referred to as working memory, and also the awareness of phonological structure, may play a crucial role in key learning areas for children at the beginning of formal education. (As Provided).
AnmerkungenBritish Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; Fax: +44-116-227-1314; e-mail: enquiry@bps.org.uk; Web site: http://www.bpsjournals.co.uk
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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