Kristin Krajewski|Wolfgang Schneider
Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study
DIPF  Leibniz Institute for Research and Information in Education|University of Würzburg
longitudinal study explored importance kindergarten measures phonological awareness working memory quantitynumber competencies qnc predicting mathematical school achievement third graders mean age 8 years 8 months found impact phonological awareness visualspatial working memory assessed 5 years age mediated early qnc predicted math achievement third grade importantly confirming isolated number words hypothesis phonological awareness impact higher numerical competencies ie number words needed linked quantities qnc level ii predicted basic numerical competencies ie number words isolated quantities qnc level explaining moderate relationship early literacy development development mathematical competencies