How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children-Reference-Cited by-同舟云学术

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How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children

Published:2016-05-05 Issue:4 Volume:37 Page:402-420
ISSN:0144-3410
Container-title:Educational Psychology
language:en
Short-container-title:Educational Psychology

Author:

Chung Kevin K. H.,Liu Hongyun,McBride Catherine,Wong Anita M.-Y.,Lo Jason C. M.

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/01443410.2016.1179264

Reference94 articles.

1. Reading‐disabled students with and without comorbid arithmetic, disability

2. Literacy Development and Enhancement Across Orthographies and Cultures

3. Mother–child joint writing in low SES

4. Precursors to Mathematical Skills: Examining the Roles of Visual-Spatial Skills, Executive Processes, and Parenting Factors

5. Working Memory

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