This study examines the relationships between phonological awareness, visual-spatial sketchpad (VSSP) functioning and arithmetic attainment in young children. A sample of 42 children had their VSSP functioning and phonological awareness assessed when they were 5 years old. Approximately 12 months later their nonverbal reasoning, vocabulary, arithmetic, and reading attainment were assessed. Together, VSSP functioning, phonological awareness, vocabulary, and nonverbal reasoning predicted 41% of the variation in the children's arithmetic attainment. Only phonological awareness and VSSP functioning were significant independent predictors. In contrast, only phonological awareness was a significant independent predictor of reading attainment. These findings are consistent with phonological awareness influencing both the development of reading and arithmetic, whilst VSSP functioning only impacts on arithmetic development.
CITATION STYLE
Díaz, F., & Ortiz, A. (2003). Ciudad e Inmigración: Uso y Apropiación del Espacio Público en Barcelona, (July), 399–407. Retrieved from http://www.insumisos.com/lecturasinsumisas/Apropiacion del espacio publico.pdf
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