Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 4 |
| Since 2007 (last 20 years) | 6 |
Descriptor
| Predictor Variables | 6 |
| Short Term Memory | 6 |
| Skill Development | 6 |
| Foreign Countries | 3 |
| Academic Achievement | 2 |
| Alphabets | 2 |
| Decoding (Reading) | 2 |
| Grade 1 | 2 |
| Grade 2 | 2 |
| Kindergarten | 2 |
| Longitudinal Studies | 2 |
| More ▼ | |
Source
| Early Child Development and… | 1 |
| Educational Psychology | 1 |
| Journal of Intellectual &… | 1 |
| Journal of Speech, Language,… | 1 |
| Reading and Writing: An… | 1 |
| Scientific Studies of Reading | 1 |
Author
| Björn, Piia M. | 1 |
| Daunhauer, Lisa A. | 1 |
| Eliane Segers | 1 |
| Feldman, Heidi M. | 1 |
| Fernald, Anne | 1 |
| Fidler, Deborah J. | 1 |
| Gresch, Lisa D. | 1 |
| Harry Knoors | 1 |
| Hulme, Charles | 1 |
| Kanerva, Kaisa | 1 |
| Kyttälä, Minna | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Elementary Education | 5 |
| Early Childhood Education | 3 |
| Grade 2 | 3 |
| Primary Education | 3 |
| Grade 1 | 2 |
| Kindergarten | 2 |
| Preschool Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSascha Couvee; Loes Wauters; Harry Knoors; Ludo Verhoeven; Eliane Segers – Reading and Writing: An Interdisciplinary Journal, 2024
Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41…
Descriptors: Predictor Variables, Decoding (Reading), Word Recognition, Deafness
Daunhauer, Lisa A.; Will, Elizabeth; Schworer, Emily; Fidler, Deborah J. – Journal of Intellectual & Developmental Disability, 2020
Background: We examined longitudinal academic achievement and neuropsychological functioning across two time points in young students with Down syndrome (DS) and a typically developing (TD) comparison group equated on nonverbal mental age (NVMA). Method: Participants engaged in assessments of academic achievement, executive function (EF), and…
Descriptors: Down Syndrome, Academic Achievement, Executive Function, Psychomotor Skills
Gresch, Lisa D.; Marchman, Virginia A.; Loi, Elizabeth C.; Fernald, Anne; Feldman, Heidi M. – Journal of Speech, Language, and Hearing Research, 2018
Purpose: The aims of this study were to examine phonological short-term memory in children born preterm (PT) and to explore relations between this neuropsychological process and later language skills. Method: Children born PT (n = 74) and full term (FT; n = 60) participated in a nonword repetition (NWR) task at 36 months old. Standardized measures…
Descriptors: Phonology, Short Term Memory, Premature Infants, Neuropsychology
Kyttälä, Minna; Kanerva, Kaisa; Munter, Irene; Björn, Piia M. – Educational Psychology, 2019
This study aimed to investigate the extent to which WM measured in kindergarten predicts WM measured in second grade (stability of individual WM progress) and the extent to which WM measured at kindergarten predicts academic performance at second grade (N = 94). The results showed that WM skills significantly increase during the time span from…
Descriptors: Short Term Memory, Kindergarten, Grade 2, Predictor Variables
Papadimitriou, Artemis M.; Vlachos, Filippos M. – Early Child Development and Care, 2014
The aim of this study was to examine if specific skills that are developed during preschool years could predict the reading performance in the first and second grade of primary school. Two hundred and eighty-seven children participated in this longitudinal study. At the kindergarten level, phonological awareness (PA), rapid automatised naming,…
Descriptors: Preschool Children, Preschool Education, Skill Development, Reading Achievement
Lervag, Arne; Hulme, Charles – Scientific Studies of Reading, 2010
We examined the growth of spelling skills in a large sample of Norwegian children (N = 228) over the first 3 years in school. The roles of phoneme awareness, letter knowledge, rapid automatized naming (RAN), visual-verbal paired-associate learning, and verbal short-term memory as predictors of later spelling skills were examined. Phoneme awareness…
Descriptors: Foreign Countries, Spelling, Reading Skills, Skill Development
