2013
DOI: 10.1037/a0029285
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Abstract: This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and verbal short-term memory. Due to rather strong covariance between verbal short-term memory and phonological awareness, short-term memory could be controlled only parti… Show more

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Cited by 132 publications
(193 citation statements)
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References 80 publications
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“…The results are encouraging since verbal counting is shown to have a strong connection to later arithmetic at school age (e.g., Desoete & Grégoire, 2006;Koponen et al, 2013;Lepola et al, 2005). There is also evidence that fluency in object counting is rather stable between different fluency-level groups (e.g., Reeve et al, 2012).…”
Section: Discussionsupporting
confidence: 52%
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“…The results are encouraging since verbal counting is shown to have a strong connection to later arithmetic at school age (e.g., Desoete & Grégoire, 2006;Koponen et al, 2013;Lepola et al, 2005). There is also evidence that fluency in object counting is rather stable between different fluency-level groups (e.g., Reeve et al, 2012).…”
Section: Discussionsupporting
confidence: 52%
“…Here, most at-risk status signifies poor performance in verbal counting (≤ the 10th percentile), along with significantly slower dot counting, weaker basic arithmetic, as well as visuo-spatial and phonological working memory skills as compared to a reference group (not most at-risk for MD). In the current study, verbal counting level was used as inclusion criterion because it seems to be a strong predictor of later arithmetic achievement at school (Aunio & Niemivirta, 2010;Aunola et al, 2004;Koponen et al, 2013;Lepola et al, 2005). Verbal counting was assessed with similar types of tasks as the aforementioned studies.…”
Section: The Current Studymentioning
confidence: 99%
“…Previous longitudinal studies that have examined the cognitive influences on early counting and calculation have either not assessed quantitative skills directly (e. g. Koponen et al, 2013;Krajewski & Schneider, 2009), used a subitising measure alone (LeFevre et al, 2010) or used quantitative skills measures that require direct knowledge of the formal number system (Fuchs et al, 2010). We extended previous studies by including a typical non-symbolic approximate discrimination task similar to those used to index children's ANS (e.g.…”
Section: Aim Of the Studymentioning
confidence: 93%
“…Whilst memory skills may influence children's performance on phonological awareness tasks (Hecht et al, 2001), the strength of children's underlying longterm phonological representations significantly influences their phonological awareness (Fowler, 1991;Snowling, 2000). Krajewski and Schneider (2009) and Koponen, Salmi, Eklund and Aro (2013) report associations between phonological processing abilities and young children's sequential counting skills. This is consistent with the proposition that phonological awareness facilitates the acquisition of number words in the same way that it supports the acquisition of other types of vocabulary (see Bowey, 1996;Gathercole, 2006 for discussions of the role of phonological processes in vocabulary development).…”
Section: Phonological Awarenessmentioning
confidence: 99%
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