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The relationship between paired associate learning and phonological skills in normally developing readers.

Abstract:

Seventy-five 6- to 11-year-old children were administered tests of phonological awareness, verbal short term memory (STM), and visual-verbal paired associate learning (PA learning) to investigate their relationship with word recognition and decoding skills. Phonological awareness was a stronger concurrent predictor of word recognition than verbal STM, and phonological awareness but not verbal STM was a predictor of learning in the PA learning task. Importantly, measures of phonological awaren...

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Publication status:
Published

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Publisher copy:
10.1006/jecp.2000.2625

Authors


Windfuhr, KL More by this author
Snowling, MJ More by this author
Journal:
Journal of experimental child psychology
Volume:
80
Issue:
2
Pages:
160-173
Publication date:
2001-10-05
DOI:
EISSN:
1096-0457
ISSN:
0022-0965
URN:
uuid:d7d4bbaa-0fec-4daf-994c-bf7ab3ab61e6
Source identifiers:
379117
Local pid:
pubs:379117

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