Tracy Packiam Alloway|Susan E. Gathercole|Annmarie Adams|Catherine Willis|Rachel. Eaglen|Emily Lamont
Working memory and phonological awareness as predictors of progress towards early learning goals at school entry
Durham University|Durham University|Liverpool John Moores University|Liverpool John Moores University|Durham University|Durham University
study investigates whether working memory skills children related teacher ratings progress towards learning goals time school entry 4 5 years age sample 194 children tested measures working memory phonological awareness nonverbal ability addition schoolbased baseline assessments areas reading writing mathematics speaking listening personal social development various aspects cognitive functioning formed unique associations baseline assessments example complex memory span rated writing skills phonological shortterm memory reading speaking listening skills sentence repetition scores mathematics personal social skills rated reading skills also uniquely associated phonological awareness scores findings indicate capacity store process material short periods time referred working memory also awareness phonological structure may play crucial role key learning areas children beginning formal education