Fund of Scientific Research (FNRS), 1000 Brussels, Belgium.
J Exp Child Psychol. 2012 Apr;111(4):708-23. doi: 10.1016/j.jecp.2011.11.007. Epub 2011 Dec 29.
Early reading acquisition skills have been linked to verbal short-term memory (STM) capacity. However, the nature of this relationship remains controversial because verbal STM, like reading acquisition, depends on the complexity of underlying phonological processing skills. This longitudinal study addressed the relation between STM and reading decoding acquisition by distinguishing between STM for item information and STM for order information based on recent studies showing that STM for item information, but not STM for order information, recruits underlying phonological representations. If there is a specific link between STM and reading decoding acquisition, STM for order information should be an independent predictor of reading decoding acquisition. Tasks maximizing STM for serial order or item information, measures of phonological abilities, and reading tests were administered to children followed from kindergarten through first grade. We observed that order STM capacity, but not item STM capacity, predicted independent variance in reading decoding abilities 1 year later. These results highlight the specific role of STM for order in reading decoding acquisition and argue for a causal role of order STM capacity in reading acquisition. Mechanisms relating STM for order information and reading acquisition are discussed.
早期阅读技能的获得与言语短期记忆（STM）能力有关。然而，这种关系的性质仍然存在争议，因为言语 STM 像阅读技能的获得一样，取决于潜在语音处理技能的复杂性。本纵向研究通过区分基于项目信息的 STM 和基于顺序信息的 STM 来解决 STM 与阅读解码获得之间的关系，这是基于最近的研究表明，基于项目信息的 STM，但不是基于顺序信息的 STM，会招募潜在的语音表征。如果 STM 和阅读解码获得之间存在特定的联系，那么基于顺序信息的 STM 应该是阅读解码获得的独立预测指标。从幼儿园到一年级，对儿童进行了最大限度地提高基于顺序或基于项目信息的 STM、语音能力测量和阅读测试的任务。我们观察到，1 年后，基于顺序的 STM 能力，而不是基于项目的 STM 能力，预测了阅读解码能力的独立差异。这些结果突出了基于顺序的 STM 在阅读解码获得中的特定作用，并为基于顺序的 STM 能力在阅读获得中的因果作用提供了证据。讨论了与基于顺序信息的 STM 和阅读获得相关的机制。
