“…More recently, some researchers have highlighted the contribution to decoding skills of either serial order memory capacity (e.g., Majerus, Poncelet, Greffe, & Van der Linden, 2006;Martinez Perez, Majerus, & Poncelet, 2012a) or the consolidation (or transfer) of serial-order information into a stable LTM trace (Szmalec, Loncke, Page, & Duyck, 2011; but see Staels & Van den Broeck, 2014a). For instance, in a 1-year longitudinal study starting in kindergarten, phonemic awareness (assessed by a phoneme identification task) and serial order STM (measured by a serial order reconstruction task 8 ), but not item STM (measured by monosyllabic nonword repetition under articulatory suppression), predicted independent variance in decoding abilities in first grade, even after controlling for nonverbal reasoning, vocabulary, and initial letter knowledge (Martinez Perez, Majerus, Mahot, & Poncelet, 2012b; see also Nithart et al, 2011).…”