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Direct linkMariotti, Emily C.; Fillauer, J. Parks; Martin, McKenzie; Bolden, Jennifer – Journal of Cognitive Education and Psychology, 2020
Questions still exist about the interplay between foundational literacy components and budding cognitive structures that are thought to influence advanced reading abilities. Understanding interactions between executive functions (EFs) and specific early reading skills could contribute to our understanding of later reading achievement. The present…
Descriptors: Correlation, Emergent Literacy, Reading Skills, Reading Achievement
