University of Jyväskylä.
Vanderbilt University.
Child Dev. 2020 Jul;91(4):1063-1080. doi: 10.1111/cdev.13287. Epub 2019 Jul 10.
This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on reading and arithmetic fluency in the fall of Grade 2. RAN and verbal counting were strongly associated, and a constructed latent factor, serial retrieval fluency (SRF), was the strongest unique predictor of the shared variance. Other unique predictors were phonological awareness, number comparison, and processing speed. Findings highlight the importance of SRF in clarifying the relation between reading and arithmetic fluency.
本研究考察了阅读和算术流畅性协方差的核心预测因素，以及解释核心预测因素和协方差的领域一般性认知技能。在一年级春季，对 200 名 7 岁的芬兰儿童进行了快速自动命名 (RAN)、语音意识、字母知识、口头计数、数字书写、数字比较、记忆技能以及加工和发音速度的评估，在二年级秋季则进行了阅读和算术流畅性的评估。RAN 和口头计数呈强相关，构建的潜在因子，即序列检索流畅性 (SRF)，是共享方差的最强独特预测因子。其他独特的预测因子包括语音意识、数字比较和加工速度。研究结果强调了 SRF 在阐明阅读和算术流畅性之间关系方面的重要性。
