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

Producción científica: Article › revisión exhaustiva

Idioma original	English
Páginas (desde-hasta)	417-426
Número de páginas	10
Publicación	British Journal of Developmental Psychology
Volumen	23
N.º	3
DOI	https://doi.org/10.1348/026151005X26804
Estado	Published - sept 2005
Publicado de forma externa	Sí

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

Quality education

ASJC Scopus Subject Areas

Developmental and Educational Psychology
Developmental Neuroscience

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10.1348/026151005X26804

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AU - Willis, Catherine

AU - Eaglen, Rachel

AU - Lamont, Emily

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JF - British Journal of Developmental Psychology

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ER -

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

ODS de las Naciones Unidas

ASJC Scopus Subject Areas

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