The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels
Abstract
A longitudinal study of 54 children aged between 4 and 7 years of age investigated whether measures of working memory skills taken shortly after school entry served as useful predictors of children’s attainment levels in National Curriculum assessments at Key Stage 1. Early working memory scores were found to be highly significant predictors of children’s subsequent levels of attainment in literacy, but not in mathematics. Compared with the local education authority baseline assessments also administered at 4 years of age that are designed in large part to predict later attainments, working memory scores accounted for unique variance in children’s spelling and writing scores at 7 years. These findings point to the utility of combining knowledge-based assessments with measures of fluid cognitive ability in order to obtain the best estimates of a child’s chances of future academic success.
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Cites
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Self-citationBull, R., & Scerif, G. (2001) · Developmental Neuropsychology · doi:10.1207/s15326942dn1903_3 · Cited by 1,501
The Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children
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Reducing Bias in Language Assessment: Processing-Dependent Measures
Campbell, T., Dollaghan, C., Needleman, H., & Janosky, J. (1997) · Journal of Speech, Language, and Hearing Research · doi:10.1044/jslhr.4003.519 · Cited by 310
Working Memory Deficits of Reading Disabled Children
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Cited by
Bull, R., Espy, K. A., & Wiebe, S. A. (2008) · Developmental Neuropsychology · doi:10.1080/87565640801982312 · Cited by 1,544
Executive functions and achievements in school: Shifting, updating, inhibition, and working memory
St Clair-Thompson, H. L., & Gathercole, S. E. (2006) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470210500162854 · Cited by 1,278
Self-citationTraining and transfer effects of executive functions in preschool children
Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., & Klingberg, T. (2009) · Developmental Science · doi:10.1111/j.1467-7687.2008.00745.x · Cited by 1,041
Adaptive training leads to sustained enhancement of poor working memory in children
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009) · Developmental Science · doi:10.1111/j.1467-7687.2009.00848.x · Cited by 961
Self-citationA structural analysis of working memory and related cognitive skills in young children
Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A.-M. (2004) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2003.10.002 · Cited by 606
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Metadata
- Authors
- Gathercole, S. E., Brown, L., & Pickering, S. J.
- Venue
- Educational and Child Psychology
- Publisher
- British Psychological Society
- Published
- 2003
- Volume
- 20
- Issue
- 3
- Pages
- 109-122
- ISSN
- 0267-1611 (ISSN-L)
- 2396-8702
- OpenAlex
- W1510901533
- Cited by
- 282
- References
- 8
- FWCI
- 4.17
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
