Phonological Memory, Phonological Awareness, and Foreign Language Word Learning

By Chieh-Fang Hu. 2003

99 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5e973d543deccec470b1cfe5e1f129cfa7c5bcc5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Tracy Packiam Alloway

In Developmental and Educational Psychology

1. Tracy Packiam Alloway
2. Susan E. Gathercole *
3. Ross Geoffrey Alloway

Citations in the corpus

• How does working memory work in the classroom (2006, background): “Indeed, phonological short-term memory tasks that draw on lexical knowledge, such as nonword repetition, have a similarly close relationship to vocabulary acquisition (Gathercole and Baddeley, 1989; Gathercole et al., 1992; Hu, 2003; Swanson et al., 2004).”
• Melodies that Help: The Relation between Language Aptitude and Musical Intelligence (2011, background): “Children with a poor phonemic awareness in L1 (Ehri et al. 2001) present lower levels of progress with respect to the learning of foreign languages (Hu, 2003).”