172 related articles for article (PubMed ID: 22832199)
21. Profiles of children's arithmetic fact development: a model-based clustering approach.
Vanbinst K; Ceulemans E; Ghesquière P; De Smedt B
J Exp Child Psychol; 2015 May; 133():29-46. PubMed ID: 25731679
[TBL] [Abstract][Full Text] [Related]
22. Longitudinal associations between reading and mathematics achievement.
Grimm KJ
Dev Neuropsychol; 2008; 33(3):410-26. PubMed ID: 18473206
[TBL] [Abstract][Full Text] [Related]
23. Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.
Reigosa-Crespo V; González-Alemañy E; León T; Torres R; Mosquera R; Valdés-Sosa M
PLoS One; 2013; 8(11):e79711. PubMed ID: 24255710
[TBL] [Abstract][Full Text] [Related]
24. Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6.
Magalhães S; Carneiro L; Limpo T; Filipe M
Child Neuropsychol; 2020 Oct; 26(7):934-952. PubMed ID: 32200681
[TBL] [Abstract][Full Text] [Related]
25. Early predictors of high school mathematics achievement.
Siegler RS; Duncan GJ; Davis-Kean PE; Duckworth K; Claessens A; Engel M; Susperreguy MI; Chen M
Psychol Sci; 2012 Jul; 23(7):691-7. PubMed ID: 22700332
[TBL] [Abstract][Full Text] [Related]
26. Early number knowledge and cognitive ability affect early arithmetic ability.
Östergren R; Träff U
J Exp Child Psychol; 2013 Jul; 115(3):405-21. PubMed ID: 23665177
[TBL] [Abstract][Full Text] [Related]
27. Developmental and individual differences in understanding of fractions.
Siegler RS; Pyke AA
Dev Psychol; 2013 Oct; 49(10):1994-2004. PubMed ID: 23244401
[TBL] [Abstract][Full Text] [Related]
28. Psychomotor Ability and Short-term Memory, and Reading and Mathematics Achievement in Children.
Murrihy C; Bailey M; Roodenburg J
Arch Clin Neuropsychol; 2017 Aug; 32(5):618-630. PubMed ID: 28444104
[TBL] [Abstract][Full Text] [Related]
29. Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study.
Geary DC; Nicholas A; Li Y; Sun J
J Educ Psychol; 2017 Jul; 109(5):680-693. PubMed ID: 28781382
[TBL] [Abstract][Full Text] [Related]
30. Preschool executive functioning abilities predict early mathematics achievement.
Clark CAC; Pritchard VE; Woodward LJ
Dev Psychol; 2010 Sep; 46(5):1176-1191. PubMed ID: 20822231
[TBL] [Abstract][Full Text] [Related]
31. What predicts mathematics achievement? Developmental change in 5- and 7-year-old children.
Gimbert F; Camos V; Gentaz E; Mazens K
J Exp Child Psychol; 2019 Feb; 178():104-120. PubMed ID: 30380452
[TBL] [Abstract][Full Text] [Related]
32. The Role of Mediators in the Development of Longitudinal Mathematics Achievement Associations.
Watts TW; Duncan GJ; Chen M; Claessens A; Davis-Kean PE; Duckworth K; Engel M; Siegler R; Susperreguy MI
Child Dev; 2015; 86(6):1892-907. PubMed ID: 26332124
[TBL] [Abstract][Full Text] [Related]
33. Adolescents' functional numeracy is predicted by their school entry number system knowledge.
Geary DC; Hoard MK; Nugent L; Bailey DH
PLoS One; 2013; 8(1):e54651. PubMed ID: 23382934
[TBL] [Abstract][Full Text] [Related]
34. The relation of adiposity to cognitive control and scholastic achievement in preadolescent children.
Kamijo K; Khan NA; Pontifex MB; Scudder MR; Drollette ES; Raine LB; Evans EM; Castelli DM; Hillman CH
Obesity (Silver Spring); 2012 Dec; 20(12):2406-11. PubMed ID: 22546743
[TBL] [Abstract][Full Text] [Related]
35. How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study.
Viterbori P; Usai MC; Traverso L; De Franchis V
J Exp Child Psychol; 2015 Dec; 140():38-55. PubMed ID: 26218333
[TBL] [Abstract][Full Text] [Related]
36. Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems.
Geary DC; Hoard MK; Nugent L
J Exp Child Psychol; 2012 Sep; 113(1):49-65. PubMed ID: 22698947
[TBL] [Abstract][Full Text] [Related]
37. Predicting the academic achievement of gifted students with autism spectrum disorder.
Assouline SG; Foley Nicpon M; Dockery L
J Autism Dev Disord; 2012 Sep; 42(9):1781-9. PubMed ID: 22105142
[TBL] [Abstract][Full Text] [Related]
38. Reading, arithmetic, and task orientation--how are they related?
Lundberg I; Sterner G
Ann Dyslexia; 2006 Dec; 56(2):361-77. PubMed ID: 17849205
[TBL] [Abstract][Full Text] [Related]
39. Domain-specific and domain-general precursors of mathematical achievement: a longitudinal study from kindergarten to first grade.
Passolunghi MC; Lanfranchi S
Br J Educ Psychol; 2012 Mar; 82(Pt 1):42-63. PubMed ID: 22429058
[TBL] [Abstract][Full Text] [Related]
40. Working memory in children with reading disabilities.
Gathercole SE; Alloway TP; Willis C; Adams AM
J Exp Child Psychol; 2006 Mar; 93(3):265-81. PubMed ID: 16293261
[TBL] [Abstract][Full Text] [Related]
[Previous] [Next] [New Search]