Article published in:
Written Language & Literacy
Vol. 21:2 (2018) ► pp. 238268
References

References

Adams, Marilyn J.
(1990) Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.Google Scholar
Alloway, Tracy P.
(2007) Automated Working Memory Assessment (AWMA). London: Pearson Assessment.Google Scholar
Alloway, Tracy P., Susan E. Gathercole, Hannah Kirkwood & Julian Elliot
(2009) The cognitive and behavioral characteristics of children with low working memory. Child Development 80(2): 606–621. CrossrefGoogle Scholar
Anderson, Peter
(2002) Assessment and development of executive function in childhood. Child Neuropsychology 8: 71–82. CrossrefGoogle Scholar
Aram, Dorit
(2005) Continuity in children’s literacy achievements. A longitudinal perspective from kindergarten to school. First Language 25(3): 259–289. CrossrefGoogle Scholar
Aram, Dorit, Shimrit Abiri & Lili Elad
(2014) Predicting early writing: The contribution of children’s early literacy, self- regulation, private speech during writing, and parental writing support. Reading and Writing 27: 685–707. CrossrefGoogle Scholar
Baddeley, Alan D.
(1986) Working memory. Oxford, England: Clarendon Press.Google Scholar
(1990) Human memory: Theory and practice. Hillsdale, NJ: Erlbaum.Google Scholar
(2003) Working memory and language: An overview. Journal of Communication Disorders 36: 189–208. CrossrefGoogle Scholar
Barkley, Russell A.
(2000) Genetics of childhood disorders: XVII. ADHD, Part I: The executive functions and ADHD. Journal of the American Academy of Child and Adolescent Psychiatry 39: 1064–1068. CrossrefGoogle Scholar
Beattie, Rachel L. & Franklin R. Manis
(2014) The relationship between prosodic perception, phonological awareness and vocabulary in emergent literacy. Journal of Research in Reading 37: 119–137. CrossrefGoogle Scholar
Betts, Joseph, Mary Pickart & Dave Hietad
(2009) Construct and predictive validity: Evidence for curriculum-based measures of early literacy and numeracy skilled in preschool. Journal of Psychoeducational Assessment 27: 83–95. CrossrefGoogle Scholar
Blair, Clancy
(2002) School readiness: Integrating cognition and emotion in a neurobiological conceptualization of child functioning at school entry. American Psychologist 57: 111–127. CrossrefGoogle Scholar
Blair, Clancy & Rachel P. Razza
(2007) Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in preschool. Child Development 78: 647–663. CrossrefGoogle Scholar
Blair, Clancy, Alexandra Ursache, Mark Greenberg & Lynne Vernon-Feagans
(2015) Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades. Developmental Psychology 51(4): 459–472. CrossrefGoogle Scholar
Both-de Vries, Anna C. & Adrianna G. Bus
(2008) Name writing: a first step to phonetic writing? Does the name have a special role in understanding the symbolic function of writing? Literacy Learning and Teaching 12: 37–55.Google Scholar
Brock, Laura L., Sara E. Rimm-Kaufman, Lori Nathanson & Kevin J. Grimm
(2009) The contributions of “hot” and “cool” executive function to children’s academic achievement, learning-related behaviors, and engagement in preschool. Early Childhood Research Quarterly 24: 337–349. CrossrefGoogle Scholar
Brocki, Karin C. & Gunilla Bohlin
(2004) Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental Neuropsychology 26(2): 571–593. CrossrefGoogle Scholar
Carpenter, Malinda, Katherine Nagell, Micheal Tomasello & George Butterworth
(1998) Social cognition, joint attention, and communicative competencies from 9 to 15 months of age. Monographs of the Society of Research in Child Development 63(4, Serial No. 255). CrossrefGoogle Scholar
Claessens, Amy, Greg Duncan & Mimi Engel
(2009) Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. Economics of Education Review 28: 415–427. CrossrefGoogle Scholar
Clarke, Ben, Scott K. Baker, Keith Smolkowski & David J. Chard
(2008) An analysis of early numeracy curriculum-based measurement: Examining the role of growth in student outcomes. Remedial & Special Education 29: 46–57. CrossrefGoogle Scholar
Clay, Marie M.
(1993) Reading recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.Google Scholar
Coates, Glynn D. & V. Thompson
(1999) Involving parents of four- and five-year-olds in their children’s mathematics education. In Juanita V. Copley (eds.), Mathematics in the early years, 205–214. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
Collette, Fabienne, Martial van der Linden, Steven Laureys, Guy Delfiore, Christian Degueldre, Andre Luxen & Eric Salmon
(2005) Exploring the unity and diversity of the neural substrates of executive functioning. Human Brain Mapping 25: 409–423.CrossrefGoogle Scholar
D’Esposito, Mark & Bradley R. Postle
(2015) The cognitive neuroscience of working memory. Annual Review of Psychology 66:115–142. CrossrefGoogle Scholar
Davidson, Matthew C., Dima Amso, Loren Cruess Anderson & Adele Diamond
(2006) Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia 44(11): 2037–2078. CrossrefGoogle Scholar
Dawson, Peg & Richard Guare
(2004) Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press.Google Scholar
Diamond, Adele
(2006) The early development of executive functions. In Ellen Bialystok & Fergus I. M. Craik (eds.), Lifespan cognition: Mechanisms of change, 70–96. Oxford, UK: Oxford University Press. CrossrefGoogle Scholar
Diamond, Adele, Stevens W. Barnett, Jessica Thomas & Sarah Munro
(2007) Preschool program improves cognitive control. Science 30: 1387–1388. CrossrefGoogle Scholar
Diamond, Adele, Natasha Kirkham & Dima Amso
(2002) Condition under which young children can hold two rules in mind and inhibit a prepotent response. Development Psychology 38(3): 352–362. CrossrefGoogle Scholar
Dyson, Nancy, Nancy C. Jordan, Amber Beliakoff & Brenna Hassinger-Da
(2015) A kindergarten number-sense intervention with contrasting practice conditions for low-achieving children. Journal for Research in Mathematics Education 46: 331–370. CrossrefGoogle Scholar
Espy, Kimberly Andrews & Mary F. Cwik
(2004) The development of a Trail Making Test in young children: The Trails-P. Clinical Neuropsychologist 18: 411–422. CrossrefGoogle Scholar
Espy, Kimberly Andrews, Melanie D. MacDiarmid, Mary F. Cwik, Melissa Meade Stalets, Arlena Hamby & Theresa E. Senn
(2004) The contribution of executive functions to emergent mathematical skills in preschool children. Developmental Neuropsychology 26: 465–486. CrossrefGoogle Scholar
Frijters, Jan C., Rorderock W. Barron & Maria Brunello
(2000) Direct and mediated influences of home literacy and literacy interest on pre-scholar’s oral vocabulary and early written language skill. Journal of Educational Psychology 92: 466–477. CrossrefGoogle Scholar
Fuhs, Mary W., Kimberly T. Nesbitt, Dale C. Farran & Nianbo Dong
(2014) Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology 50(6): 1698–1709. CrossrefGoogle Scholar
Garon, Nancy, Susan E. Bryson & Isabel M. Smith
(2008) Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin 134: 31–60. CrossrefGoogle Scholar
Gathercole, Susan E. & Alan D. Baddeley
(1993) Phonological working memory: A critical building block for reading development and vocabulary acquisition? European Journal of Psychology of Education 8(3): 259–272. CrossrefGoogle Scholar
Healy, Alice F. & James S. Nairne
(1985) Short-term memory processes in counting. Cognitive Psychology 17: 417–444. CrossrefGoogle Scholar
Holmes, Joni & John W. Adams
(2006) Working memory and children’s mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology 26: 339–366. CrossrefGoogle Scholar
Huizinga, Mariette, Conor V. Dolan & Maurits W. van der Molen
(2006) Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia 44: 2017–2036. CrossrefGoogle Scholar
Kaufman, Alan S. & Nadeen L. Kaufman
(2004) Kaufman Assessment Battery for Children-Second Edition (KABCII). Circle Pines, MN: American Guidance Service.Google Scholar
Kegel, Cornelia A. T. & Adriana G. Bus
(2013) Evidence for causal relations between executive functions and alphabetic skills based on longitudinal data. Infant and Child Development 23(1): 22–35. CrossrefGoogle Scholar
Kellogg, Ronald T.
(2008) Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1), 1–26. CrossrefGoogle Scholar
Kimberg, Daniel Y. & Martha J. Farah
(1993) A unified account of cognitive impairments following frontal lobe damage: The role of working memory in complex organized behavior. Journal of Experimental Psychology: General 122: 411–428. CrossrefGoogle Scholar
Koponen, Tuire, Paula Salmi, Minna Torppa, Kenneth Eklund, Tuija Aro, Mikko Aro, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen & Jari-Erik Nurmi
(2016) Counting and rapid naming predict the fluency of arithmetic and reading skills. Contemporary Educational Psychology 44: 83–94. CrossrefGoogle Scholar
Korkman, Marit, Ursula Kirk & Sally Kemp
(1998) NEPSY: A developmental neuropsychological assessment. San Antonio, TX: Psychological Corporation.Google Scholar
Krajewski, Kristin & Wolfgang Schneider
(2009) Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction 19: 513–520. CrossrefGoogle Scholar
Levin, Iris & Andrea Bus
(2003) How is emergent writing based on drawing? Analyses of children’s products and their sorting by children and mothers. Developmental Psychology 39: 891–905. CrossrefGoogle Scholar
Levin, Iris & Linnea C. Ehri
(2009) Young children’s ability to read and spell their own and classmates’ names: The role of letter knowledge. Scientific Studies of Reading 13(3): 249–273. CrossrefGoogle Scholar
Lonigan, Christopher J., Stephen R. Burgess & Jason L. Anthony
(2000) Development of emergent literacy and early reading skills in preschool children: Evidence from a latent variable longitudinal study. Developmental Psychology 36: 596–613. CrossrefGoogle Scholar
Lonigan, Christopher J., Christopher Schatschneider & Laura Westberg
(2008) Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In Christopher J. Lonigan & Timothy Shanahan (eds.), National Early Literacy Panel, Developing early literacy: Report of the National Early Literacy Panel, 55–106. Jessup, MD: National Institute for Literacy.Google Scholar
Luxen, Andre
(2005) Exploring the unity and diversity of the neural substrates of executive functioning. Human Brain Mapping 25: 409–423. CrossrefGoogle Scholar
MacLeod, Colin M.
(1991) Half a century of research on the Stroop: An integrative review. Psychological Bulletin 109: 163–203. CrossrefGoogle Scholar
Mason, Jana M. & Janice Stewart
(1990) Emergent literacy assessment. In Lesley Mandel Morrow & Jeffrey K. Smith (eds.), Assessment for instruction in early literacy, 155–175. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
McClelland, Megan M., Claire E. Cameron, Robert Duncan, Ryan P. Bowles, Alan C. Acock, Alicia Miao & Megan E. Pratt
(2014) Predictors of early growth in academic achievement: The head-toes-knees-shoulders task. Frontiers in Psychology 5: 1–14. CrossrefGoogle Scholar
McClelland, Megan M., Claire E. Cameron, Connor Carol McDonald, Carrie L. Farris, Abigail M. Jewkes, & Fredrick J. Morrison
(2007) Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology 43: 947–459. CrossrefGoogle Scholar
Miyake, Akira & Naomi P. Friedman
(2012) The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science 21(1): 8–14. CrossrefGoogle Scholar
Miyake, Akira, Naomi P. Friedman, Michael J. Emerson, Alexander Witzki, Amy Howerter & Tor D. Wager
(2000) The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology 41: 49–100. CrossrefGoogle Scholar
Monette, Sebastien, Marc Bigras & Marie Claude Guay
(2011) The role of the executive functions in school achievement at the end of Grade 1. Journal of Experimental Child Psychology 109: 158–173. CrossrefGoogle Scholar
Nairne, James S. & Alice F. Healy
(1983) Counting backwards produces systematic errors. Journal of Experimental Psychology: General 112: 37–40. CrossrefGoogle Scholar
National Association for the Education of Young Children and National Council of Teachers of Mathematics
(2002) Math experiences that count! Young Children 57: 60–62.Google Scholar
Nevo, Einat & Zvia Breznitz
(2011) Assessment of working memory components at 6 years of age as predictors of reading achievements a year later. Journal of Experimental Child Psychology 109: 73–90. CrossrefGoogle Scholar
OECD Programme for International Student Assessment [PISA]
(2003) Literacy skills for the world of tomorrow: Further results from PISA 2000. OECD, Paris.Google Scholar
Pears, Katherine C., Hyoun K. Kim, Philip A. Fisher & Karen Yoergera
(2016) Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. Journal of School Psychology 57: 15–27. CrossrefGoogle Scholar
Pennington, Bruce F., Loisa Bennetto, Owen McAleer & Ralph J. Roberts
(1996) Executive functions and working memory; theoretical and measurement issues. In G. Reid Lyon & Norman A. Krasnegor (eds.), Attention, memory, and executive function, 327–348. Baltimore, MD: Paul.Google Scholar
Ponitz, Claire Cameron, Megan M. McClelland, Jamaal Sharif Matthews & Fredrick J. Morrison
(2009) A structured observation of behavioral self-regulation and its contribution to preschool outcomes. Developmental Psychology 45: 605–619. CrossrefGoogle Scholar
Puranik, Cynthia S. & Christopher J. Lonigan
(2011) From scribbles to scrabble: Preschool children’s developing knowledge of written language. Reading and Writing: An Interdisciplinary Journal 24: 567–589. CrossrefGoogle Scholar
Purpura, David J., Laura E. Hume, Darcey M. Sims & Christopher J. Lonigan
(2011) Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology 110: 647–658. CrossrefGoogle Scholar
Purpura, David J., Sara A. Schmitt, & Colleen M. Ganley
(2017) Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology 153: 15–34. CrossrefGoogle Scholar
Raghubar, Kimberly P., Marcia A. Barnes & Steven A. Hecht
(2010) Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences 20: 110–122. CrossrefGoogle Scholar
Romine, Cassandra B. & Cecil R. Reynolds
(2005) A model of the development of frontal lobe functioning: Findings from a meta-analysis. Applied Neuropsychology 12(4): 190–201. CrossrefGoogle Scholar
Röthlisberger, Marianne, Regula Neuenschwander, Patrizia Cimeli & Claudia M. Roebers
(2013) Executive functions in 5- to 8-year olds: Developmental changes and relationship to academic achievement. Journal of Educational & Developmental Psychology 3(2): 153–167. CrossrefGoogle Scholar
Schmitt, Sara A., John G. Geldhof, David J. Purpura, Robert Duncan & Megan M. McClelland
(2017) Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach. Journal of Educational Psychology 109: 1120–1140. CrossrefGoogle Scholar
Sénéshal, Monique, Jo-Anne LeFevre, Brenda L. Smith-Chant & Karen Colton
(2001) On refining theoretical models of emergent literacy: The role of empirical evidence. Journal of School Psychology 38: 439–460. CrossrefGoogle Scholar
Shany, Michal & Ilana Ben-Dror
(1998) A test of phonological awareness for children. Unpublished test. Haifa, Israel.Google Scholar
Shatil, Evelyn
(1995) Predicting reading ability: Evidence for cognitive modularity. Doctoral thesis. University of Haifa.Google Scholar
Shatil, Evelyn, David L. Share & Iris Levin
(2000) On the contribution of preschool spelling to grade literacy: A longitudinal study in Hebrew. Applied Psycholinguistics 21: 1–21. CrossrefGoogle Scholar
Shaul, Shelley & Mila Schwartz
(2014) The role of the executive functions in school readiness in preschool age children. Reading and Writing 27: 749–168. CrossrefGoogle Scholar
Suchodoletz, Antje von, Steinunn Gestsdottir, Shannon B. Wanless, Megan M. McClelland, Freyja Birgisdottir, Catherine Gunzenhauser & Hrafnhildur Ragnarsdottir
(2013) Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly 28(1): 62–73. CrossrefGoogle Scholar
Tavor, Anat
(2008) A vocabulary test for children aged 2–8 years old. Haifa, Israel: Hedim.Google Scholar
Thompson-Schill, Sharon L., Michael Ramscar & Evangelia G. Chrysikou
(2009) Cognition without control: When a little frontal lobe goes a long way. Current Directions in Psychological Science 8: 259–263. CrossrefGoogle Scholar
Tolchinsky, Liliana
(2003) The cradle of culture and what children know about writing and numbers before being. New York: Psychology Press. CrossrefGoogle Scholar
Tomer, Rachel, Tali Fisher, Nir Giladi & Judith Aharon-Perez
(2002) Dissociation between spontaneous and reactive flexibility in early Parkinson’s disease. Neuropsychiatry & Behavioral Neurology 15(2): 106–112.Google Scholar
Treiman, Rebecca, Iris Levin & Brett Kessler
(2007) Learning of letter names follows similar principles across languages: Evidence from Hebrew. Journal of Experimental Child Psychology 96: 87–106. CrossrefGoogle Scholar
van der Sluis, Sophie, Peter F. de Jong & Arya van der Leij
(2004) Inhibition and shifting in children with learning deficits in arithmetic and reading. Journal of Experimental Child Psychology 87: 239–266. CrossrefGoogle Scholar
Wanless, Shannon B., Megan M. McClelland, Alan C. Acock, Claire C. Ponitz, Seung-Hee Son, Xuezhao Lan, Frederick J. Morrison, Jo-Lin Chen, Fu-Mei Chen, Kangyi Lee, Miyoung Sung & Su Li
(2011) Measuring behavioral regulation in four societies. Psychological Assessment 23(2): 364–378. CrossrefGoogle Scholar
Warmington, Meesha & Charles Hulme
(2012) Phoneme awareness, visual-verbal paired – associate learning, and rapid automatized naming as predictors of individual differences in reading ability. Scientific Studies of Reading 16: 45–62. CrossrefGoogle Scholar
Wiebe, Sandra A., Kimberly A. Espy & David Charack
(2008) Using confirmatory analysis to understand executive control in preschool children: I. Latent structure. Developmental Neuropsychology 44: 575–587.Google Scholar
Wiebe, Sandra A., Tiffany Sheffield, Jennifer M. Nelson, Caron C. Clark, Nicolas Chevalier & Kimberly A. Espy
(2011) The structure of executive function in 3-year olds. Journal of Experimental Child Psychology 108: 436–452. CrossrefGoogle Scholar
Willoughby, Michael T., Rauth J. Wirth & Clancy B. Blair
(2012) Executive function in early childhood: Longitudinal measurement invariance and developmental change. Psychological Assessment 24(2): 418–431. CrossrefGoogle Scholar
Whitehurst, Graver J. & Christopher J. Lonigan
(1998) Child development and emergent literacy. Child Development 69: 848–872. CrossrefGoogle Scholar
Cited by

Cited by 1 other publications

Butler, Yuko Goto
2020.  In Handbook of Early Language Education [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 27 april 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.