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ERIC Number: EJ1219392
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Working Memory Resources in Children: Stability and Relation to Subsequent Academic Skills
Kyttälä, Minna; Kanerva, Kaisa; Munter, Irene; Björn, Piia M.
Educational Psychology, v39 n6 p709-728 2019
This study aimed to investigate the extent to which WM measured in kindergarten predicts WM measured in second grade (stability of individual WM progress) and the extent to which WM measured at kindergarten predicts academic performance at second grade (N = 94). The results showed that WM skills significantly increase during the time span from Finnish kindergarten to second grade. Verbal (VWM) and visuospatial WM (VSWM) resources seem to develop quite independently, whereas individual progress showed some stability. WM resources measured just before the start of formal school predicted later academic performance and VWM acted as more powerful predictor than VSWM resources. The results have two important educational implications: first, an individual or group-based intervention designed to enhance children's WM skills would be most important even before the start of school, and second, poor WM skills should be addressed when planning the learning environment beginning in kindergarten.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A