Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/699
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Working memory and phonological awareness as predictors of progress towards early learning goals at school entry
Authors: Alloway, Tracy Packiam
Gathercole, Susan Elizabeth
Adams, Anne-Marie
Willis, Catherine
Eaglen, Rachel
Lamont, Emily
Contact Email: t.p.alloway@stir.ac.uk
Keywords: working memory
learning
phonological awareness
kindergarten
IQ
Issue Date: Sep-2005
Publisher: British Psychological Society
Citation: Alloway TP, Gathercole SE, Adams A, 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), pp. 417-426.
Abstract: This study investigates whether working memory skills of children are related to teacher ratings of their progress towards learning goals at the time of school entry, at 4 or 5 years of age. A sample of 194 children was tested on measures of working memory, phonological awareness, and non-verbal ability, in addition to the school-based baseline assessments in the areas of reading, writing, mathematics, speaking and listening, and personal and social development. Various aspects of cognitive functioning formed unique associations with baseline assessments; for example complex memory span with rated writing skills, phonological short-term memory with both reading and speaking and listening skills, and sentence repetition scores with both mathematics and personal and social skills. Rated reading skills were also uniquely associated with phonological awareness scores. The findings indicate that the capacity to store and processmaterial over short periods of time, referred to asworkingmemory, and alsothe awareness of phonological structure,may play a crucial role in key learning areas for children at the beginning of formal education.
Type: Journal Article
URI: http://hdl.handle.net/1893/699
DOI Link: http://dx.doi.org/10.1348/026151005X26804
Rights: Published in British Journal of Developmental Psychology by British Psychological Society.
Affiliation: Psychology
Durham University
Liverpool John Moores University
Liverpool John Moores University
Durham University
Durham University

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