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

Tracy Packiam Alloway; Susan Elizabeth Gathercole; Anne Marie Adams; Catherine Willis; Rachel Eaglen; Emily Lamont

doi:10.1348/026151005X26804

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

Tracy Packiam Alloway, Susan Elizabeth Gathercole, Anne Marie Adams, Catherine Willis, Rachel Eaglen, Emily Lamont

Liverpool John Moores University

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	417-426
Number of pages	10
Journal	British Journal of Developmental Psychology
Volume	23
Issue number	3
DOIs	https://doi.org/10.1348/026151005X26804
State	Published - Sep 2005
Externally published	Yes

ASJC Scopus Subject Areas

Developmental and Educational Psychology
Developmental Neuroscience

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10.1348/026151005X26804

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

author = "Alloway, {Tracy Packiam} and Gathercole, {Susan Elizabeth} and Adams, {Anne Marie} and Catherine Willis and Rachel Eaglen and Emily Lamont",

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AU - Eaglen, Rachel

AU - Lamont, Emily

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JO - British Journal of Developmental Psychology

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

ASJC Scopus Subject Areas

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