Dynamic relationships between phonological memory and reading: A five year longitudinal study from age 4 to 9
Abstract
We reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics‐educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short‐term memory (verbal STM; phonological tasks that loaded...
Paper Details
Title
Dynamic relationships between phonological memory and reading: A five year longitudinal study from age 4 to 9
Published Date
Jun 28, 2020
Journal
Volume
24
Issue
1
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