The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades.
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Mathematical development in spina bifidaThe Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning DisabilityNeurobiological underpinnings of math and reading learning disabilities.Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?Kindergarten Predictors of Math Learning DisabilityChildren with mathematical learning disability fail in recruiting verbal and numerical brain regions when solving simple multiplication problems.NUMBER AND COUNTING SKILLS IN KINDERGARTEN AS PREDICTORS OF GRADE 1 MATHEMATICAL SKILLSThe differential role of verbal and spatial working memory in the neural basis of arithmeticThe contributions of numerosity and domain-general abilities to school readiness.The effect of parents' literacy skills and children's preliteracy skills on the risk of dyslexia.The functional anatomy of single-digit arithmetic in children with developmental dyslexia.Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.Sources of Group and Individual Differences in Emerging Fraction SkillsThe interrelationships of mathematical precursors in kindergarten.Cognitive components of a mathematical processing network in 9-year-old children.Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading DifficultiesComplexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age YearsMathematical skills in 3- and 5-year-olds with spina bifida and their typically developing peers: a longitudinal approach.A Framework for Remediating Number Combination Deficits.School based working memory training: Preliminary finding of improvement in children's mathematical performanceIs Word-Problem Solving a Form of Text Comprehension?Patterns of strengths and weaknesses in children's knowledge about fractions.A hand full of numbers: a role for offloading in arithmetics learning?Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty.Parental socioeconomic status and the neural basis of arithmetic: differential relations to verbal and visuo-spatial representationsSymbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading.The cognitive and academic profiles of reading and mathematics learning disabilities.Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary schoolThe Contribution of Numerical Magnitude Comparison and Phonological Processing to Individual Differences in Fourth Graders' Multiplication Fact AbilityMath fluency is etiologically distinct from untimed math performance, decoding fluency, and untimed reading performance: evidence from a twin studyWorking Memory and Recollection Contribute to Academic AchievementWhat Is Specific and What Is Shared Between Numbers and Words?Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk StudentsPathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?Reactivity to stress and the cognitive components of math disability in grade 1 childrenShared and Unique Risk Factors Underlying Mathematical Disability and Reading and Spelling Disability.Neural Correlates of Math Gains Vary Depending on Parental Socioeconomic Status (SES)Mathematical outcomes and working memory in children with TBI and orthopedic injuryUntangling the Contribution of the Subcomponents of Working Memory to Mathematical Proficiency as Measured by the National Tests: A Study among Swedish Third Graders
P2860
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P2860
The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades.
description
2001 nî lūn-bûn
@nan
2001年の論文
@ja
2001年学术文章
@wuu
2001年学术文章
@zh
2001年学术文章
@zh-cn
2001年学术文章
@zh-hans
2001年学术文章
@zh-my
2001年学术文章
@zh-sg
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@yue
2001年學術文章
@zh-hant
name
The relations between phonolog ...... y from second to fifth grades.
@en
The relations between phonolog ...... y from second to fifth grades.
@nl
type
label
The relations between phonolog ...... y from second to fifth grades.
@en
The relations between phonolog ...... y from second to fifth grades.
@nl
prefLabel
The relations between phonolog ...... y from second to fifth grades.
@en
The relations between phonolog ...... y from second to fifth grades.
@nl
P2093
P356
P1476
The relations between phonolog ...... y from second to fifth grades.
@en
P2093
Rashotte CA
Torgesen JK
P304
P356
10.1006/JECP.2000.2586
P577
2001-06-01T00:00:00Z