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Letter Naming Time, Digit Span, and Precocious Reading Achievement.
Peer reviewed Peer reviewed
Jackson, Nancy Ewald; Myers, Mary Gjerness – Intelligence, 1982
In two six-month longitudinal studies of intellectually advanced preschool children, letter naming time and background digit span were moderately good predictors of concurrent reading achievement, while no other standard cognitive indices, including mental age, were associated with reading achievement. Both memory span and retrieval were related…
Descriptors: Academically Gifted, Cognitive Processes, Early Reading, Intelligence Tests