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Cited by 171 publications
(235 citation statements)
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“…The phonological loop and central executive were not included in the latent variable model because only one indicator each was available to represent these variables. According to our assumptions, QNC Level-I competencies should predict QNC at higher levels (when number words are linked with quantity; see Krajewski, 2008;Passolunghi et al, 2007), and these should predict later mathematical achievement in Grade 3 (see Gersten et al, 2005;Jordan et al, 2007;Koponen et al, 2007;Stern, 1999). We expected early phonological awareness (measured at T 1 ) to predict the development of QNC Level-I competencies (at T 2 ), but not to predict higher levels of QNC (isolated number-words hypothesis).…”
Section: Impact Of Visual-spatial Sketch Pad and Phonological Awarenementioning
confidence: 92%
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“…The phonological loop and central executive were not included in the latent variable model because only one indicator each was available to represent these variables. According to our assumptions, QNC Level-I competencies should predict QNC at higher levels (when number words are linked with quantity; see Krajewski, 2008;Passolunghi et al, 2007), and these should predict later mathematical achievement in Grade 3 (see Gersten et al, 2005;Jordan et al, 2007;Koponen et al, 2007;Stern, 1999). We expected early phonological awareness (measured at T 1 ) to predict the development of QNC Level-I competencies (at T 2 ), but not to predict higher levels of QNC (isolated number-words hypothesis).…”
Section: Impact Of Visual-spatial Sketch Pad and Phonological Awarenementioning
confidence: 92%
“…There is empirical evidence demonstrating that the described early quantity-number competencies predict later mathematical school achievement (Aunola, Leskinen, Lerkkanen, & Nurmi, 2004;Koponen, Aunola, Ahonen, & Nurmi, 2007;Krajewski & Schneider, in press;Jordan, Kaplan, Locuniak, & Ramineni, 2007;Passolunghi, Vercelloni, & Schadee, 2007;Stern, 1997Stern, , 1999von Aster, Schweiter, & Weinhold-Zulauf, 2007;Weißhaupt, Peucker, & Wirtz, 2006; see also Gersten, Jordan, &Flojo, 2005, andOkamoto &Case, 1996 for the special importance of Levels I and II). Moreover, in studies focusing on children with mathematical learning disabilities, school children showed deficits in these quantity-number competencies (Gaupp, Zoelch, & Schumann-Hengsteler, 2004;Geary, Hamson, & Hoard, 2000;Geary, Hoard, Byrd-Craven, & DeSoto, 2004;Landerl, Bevan, & Butterworth, 2004).…”
Section: Level Iii: Linking Quantity Relations With Number Words (Conmentioning
confidence: 99%
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