Working memory and phonological awareness as predictors of progress towards early learning goals at school entry

Research title: Working memory and phonological awareness as predictors of progress towards early learning goals at school entry

Researchers: Tracy Packiam Alloway, Susan Elizabeth Gathercole, Anne-Marie Adams, Catherine Willis, Rachel Eaglen, and Emily Lamont

Published: British Journal of Developmental Psychology

This study investigated the role that working memory plays in early learning development. The researchers examined 194 children between the ages of 4-5 in the UK and compared various measurements of verbal working memory to a baseline assessment administered when the children began full time education.

The researchers were looking for associations between the various constructs of working memory and the development of early learning across different subjects. The study showed that success in many different school subjects correlated to a strong working memory and again demonstrated the important role working memory plays in learning – even at an early age.