Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

Journal of Experimental Child Psychology - Tập 103 Số 4 - Trang 516-531 - 2009
Kristin Krajewski1, Wolfgang Schneider2
1German Institute of International Educational Research, D-60486 Frankfurt, Germany
2Department of Psychology, Würzburg University, D-97070 Würzburg, Germany

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