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

Cite this

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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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language = "English",

volume = "23",

pages = "417--426",

journal = "British Journal of Developmental Psychology",

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AU - Alloway, Tracy Packiam

AU - Gathercole, Susan Elizabeth

AU - Adams, Anne Marie

AU - Willis, Catherine

AU - Eaglen, Rachel

AU - Lamont, Emily

PY - 2005/9

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DO - 10.1348/026151005X26804

M3 - Article

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VL - 23

SP - 417

EP - 426

JO - British Journal of Developmental Psychology

JF - British Journal of Developmental Psychology

IS - 3

ER -

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

ASJC Scopus Subject Areas

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