Working memory and phonological awareness as predictors of progress towards early learning goals at school entry

@inproceedings{Alloway2005WorkingMA,
  title={Working memory and phonological awareness as predictors of progress towards early learning goals at school entry},
  author={Tracy Packiam Alloway and Susan E. Gathercole and Anne-Marie Adams and Catherine Willis and Rachel Eaglen and Emily Lamont},
  year={2005}
}
This study investigates whether working memory skills of children are related to teacher ratings of their progress towards learning goals at the timeof school entry, at 4 or5 yearsof 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… CONTINUE READING
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