Department of Psychology, School of Health and Social Sciences, Middlesex University, The Burroughs, Hendon, London NW4 4BT, UK.
J Exp Child Psychol. 2012 Feb;111(2):268-85. doi: 10.1016/j.jecp.2011.08.001. Epub 2011 Sep 29.
This longitudinal study examined the contribution of phonological awareness, phonological memory, and visuospatial ability to reading development in 142 English-speaking children from the start of kindergarten to the middle of Grade 2. Partial cross-lagged analyses revealed significant relationships between early performance on block design and matching letter-like forms tasks and later reading ability. Rhyme awareness correlated with later reading ability during the earliest stages, but onset awareness did not emerge as important until after the children had started reading. Digit span correlated significantly with future reading ability at every stage. These findings indicate that although phonological awareness, phonological memory, and visuospatial ability are all necessary for emergent reading, their relative importance varies across the first 2 years of reading development.
本纵向研究考察了语音意识、语音记忆和视空间能力对 142 名从幼儿园开始到二年级中期的英语为母语的儿童阅读发展的贡献。部分交叉滞后分析显示，在积木设计和匹配类字母形式任务上的早期表现与后来的阅读能力之间存在显著关系。韵律意识在最初阶段与后来的阅读能力相关，但直到儿童开始阅读后，起始意识才变得重要起来。数字跨度在每个阶段都与未来的阅读能力显著相关。这些发现表明，尽管语音意识、语音记忆和视空间能力对于阅读的发展都是必要的，但它们在阅读发展的头 2 年中的相对重要性有所不同。
