How do phonological processing abilities contribute to early Chinese reading and mathematics?
Author:
Affiliation:
1. Faculty of Psychology, Beijing Normal University, Beijing, China;
2. Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology
Link
https://www.tandfonline.com/doi/pdf/10.1080/01443410.2020.1771679
Reference73 articles.
1. Alloway, T. P., Gathercole, S. E., Adams, A. M., Willis, C., Eaglen, R. & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23(3), 417–426. https://doi.org/10.1348/026151005x26804
2. Aunola, K., Leskinen, E., Lerkkanen, M. K. & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of educational psychology, 96(4), 699–713. https://doi.org/10.1037/0022-0663.96.4.699
3. Baddeley, A. (2003). Working memory and language: an overview. Journal of Communication Disorders, 36(3), 189–208. https://doi.org/10.1016/s0021-9924(03)00019-4
4. The Development of Counting Strategies for Single-Digit Addition
5. Phonological Processing in Reading Chinese among Normally Achieving and Poor Readers
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