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Journal Abstract Search

265 related items for PubMed ID: 19994481

  • 1. Patterns of problem-solving in children's literacy and arithmetic.
    Farrington-Flint L, Vanuxem-Cotterill S, Stiller J.
    Br J Dev Psychol; 2009 Nov; 27(Pt 4):815-34. PubMed ID: 19994481
    [Abstract] [Full Text] [Related]

  • 2. Children's patterns of reasoning about reading and addition concepts.
    Farrington-Flint L, Canobi KH, Wood C, Faulkner D.
    Br J Dev Psychol; 2010 Jun; 28(Pt 2):427-48. PubMed ID: 20481396
    [Abstract] [Full Text] [Related]

  • 3. Number words in young children's conceptual and procedural knowledge of addition, subtraction and inversion.
    Canobi KH, Bethune NE.
    Cognition; 2008 Sep; 108(3):675-86. PubMed ID: 18621361
    [Abstract] [Full Text] [Related]

  • 4. How is phonological processing related to individual differences in children's arithmetic skills?
    De Smedt B, Taylor J, Archibald L, Ansari D.
    Dev Sci; 2010 May; 13(3):508-520. PubMed ID: 20443971
    [Abstract] [Full Text] [Related]

  • 5. Individual differences in children's understanding of inversion and arithmetical skill.
    Gilmore CK, Bryant P.
    Br J Educ Psychol; 2006 Jun; 76(Pt 2):309-31. PubMed ID: 16719966
    [Abstract] [Full Text] [Related]

  • 6. Self-regulated learning of basic arithmetic skills: a longitudinal study.
    Throndsen I.
    Br J Educ Psychol; 2011 Dec; 81(Pt 4):558-78. PubMed ID: 21199489
    [Abstract] [Full Text] [Related]

  • 7. Working memory as a predictor of written arithmetical skills in children: the importance of central executive functions.
    Andersson U.
    Br J Educ Psychol; 2008 Jun; 78(Pt 2):181-203. PubMed ID: 17535520
    [Abstract] [Full Text] [Related]

  • 8. Unpacking associations among children's spatial skills, mathematics, and arithmetic strategies: decomposition matters.
    Möhring W, Moll L, Szubielska M.
    Psychol Res; 2024 Jul; 88(5):1550-1564. PubMed ID: 38613569
    [Abstract] [Full Text] [Related]

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  • 10. Contribution of phonological and broader language skills to literacy.
    Fraser J, Conti-Ramsden G.
    Int J Lang Commun Disord; 2008 Jul; 43(5):552-69. PubMed ID: 22612631
    [Abstract] [Full Text] [Related]

  • 11. The Relationship Between Early Spelling and Decoding.
    McNeill BC, Gillon G, Gath M.
    Lang Speech Hear Serv Sch; 2023 Jul 05; 54(3):981-995. PubMed ID: 37224025
    [Abstract] [Full Text] [Related]

  • 12. The contribution of general cognitive abilities and number abilities to different aspects of mathematics in children.
    Träff U.
    J Exp Child Psychol; 2013 Oct 05; 116(2):139-56. PubMed ID: 23773916
    [Abstract] [Full Text] [Related]

  • 13. Working memory in children with reading disabilities.
    Gathercole SE, Alloway TP, Willis C, Adams AM.
    J Exp Child Psychol; 2006 Mar 05; 93(3):265-81. PubMed ID: 16293261
    [Abstract] [Full Text] [Related]

  • 14. Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children.
    Jenks KM, van Lieshout EC, de Moor JM.
    Br J Educ Psychol; 2012 Mar 05; 82(Pt 1):120-35. PubMed ID: 22429061
    [Abstract] [Full Text] [Related]

  • 15. Inhibitory processes, working memory, phonological awareness, naming speed, and early arithmetic achievement.
    Navarro JI, Aguilar M, Alcalde C, Ruiz G, Marchena E, Menacho I.
    Span J Psychol; 2011 Nov 05; 14(2):580-8. PubMed ID: 22059304
    [Abstract] [Full Text] [Related]

  • 16. Segmentation, not rhyming, predicts early progress in learning to read.
    Muter V, Hulme C, Snowling M, Taylor S.
    J Exp Child Psychol; 1997 Jun 05; 65(3):370-96. PubMed ID: 9178965
    [Abstract] [Full Text] [Related]

  • 17. The role of conceptual understanding in children's addition problem solving.
    Canobi KH, Reeve RA, Pattison PE.
    Dev Psychol; 1998 Sep 05; 34(5):882-91. PubMed ID: 9779735
    [Abstract] [Full Text] [Related]

  • 18. Why do early mathematics skills predict later reading? The role of mathematical language.
    Purpura DJ, Logan JAR, Hassinger-Das B, Napoli AR.
    Dev Psychol; 2017 Sep 05; 53(9):1633-1642. PubMed ID: 28758785
    [Abstract] [Full Text] [Related]

  • 19. Concept-procedure interactions in children's addition and subtraction.
    Canobi KH.
    J Exp Child Psychol; 2009 Feb 05; 102(2):131-49. PubMed ID: 18809182
    [Abstract] [Full Text] [Related]

  • 20. Children's early understanding of number predicts their later problem-solving sophistication in addition.
    Chu FW, vanMarle K, Rouder J, Geary DC.
    J Exp Child Psychol; 2018 May 05; 169():73-92. PubMed ID: 29353706
    [Abstract] [Full Text] [Related]

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