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Cognitive constraints and the early learning goals in writing

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Description:
An examination of the relative importance of working memory, vocabulary knowledge, general cognitive ability and reading skills in accounting for differences in the rate of progress made by children in the development of emergent writing skills from 67 children assessed on tasks measuring the visuospatial, phonological and central executive components of working Memory in the North West area of the United Kingdom
Resource Type:
Reports & Papers
Country:
United Kingdom

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