The relationship between phonological processing and arithmetic in children with learning disabilities
Author:
Affiliation:
1. Center for the Study of Learning Department of Pediatrics Georgetown University Medical Center Washington District of Columbia USA
2. Interdisciplinary Program in Neuroscience Georgetown University Washington District of Columbia USA
Funder
National Science Foundation
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.13294
Reference84 articles.
1. Neurobiological Underpinnings of Math and Reading Learning Disabilities
2. Working memory: looking back and looking forward
3. Working Memory and Reading
4. Longitudinal mediators of achievement in mathematics and reading in typical and atypical development
Cited by 4 articles. 订阅此论文施引文献 订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献
1. Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners;Journal of Numerical Cognition;2024-04-17
2. Teleneuropsychology intervention in phonological awareness for children with specific learning disorder with reading and mathematical difficulties;Applied Neuropsychology: Child;2024-03-28
3. Phonological processing and spatial attention contribute to mathematics performance in different ways: A 3-year longitudinal study;Early Childhood Research Quarterly;2024
4. Neurocognitive mechanisms of co‐occurring math difficulties in dyslexia: Differences in executive function and visuospatial processing;Developmental Science;2023-09-07
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