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 - Krajewski, Kristin; Schneider, Wolfgang (Journal of experimental child psychology, 2009)
Keywords: Academic Achievement; Achievement; Age Factors; Awareness; Child; Child Development; Child psychology; Child, Preschool; Competency tests; Concept Formation; Correlation; Elementary Education; Elementary school students; Emergent Literacy; Female; Grade 3; Humans; Isolated number-words hypothesis; Literacy; Longitudinal Studies; Longitudinal study; Male; Mathematics; Mathematics Achievement; Mathematics education; Memory; Neuropsychological Tests; Pattern Recognition, Visual; Phonological Awareness; Phonology; Preschool education; Program Effectiveness; Psychomotor Performance; Quantity–number competencies; Schools; Short Term Memory; Space Perception; Spatial Ability; Speech Perception; Visual–spatial working memory; Visual–spatial working memory; Phonological awareness; Mathematics; Isolated number-words hypothesis; Longitudinal study; Quantity–number competencies