Balhinez Reut, Shaul Shelley
Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa 3498838, Israel.
Behav Sci (Basel). 2024 Sep 18;14(9):835. doi: 10.3390/bs14090835.
This study examines the contribution of early executive functions (EFs) in the association between fluency in reading and arithmetic. Kindergarten children (N = 1185) were assessed on executive functions skills and on reading and arithmetic fluency in Grade 1 and Grade 3. The analysis revealed that beyond the connection within each domain there is a unidirectional effect between fluency measures, with Grade 1 reading fluency significantly influencing the development of arithmetic fluency in Grade 3. Furthermore, the findings indicate that kindergarten EFs significantly contribute to arithmetic fluency at both time points and to reading fluency in the first grade. Early EF skills also emerged as significant contributors to the associations between fluency performance in reading and arithmetic, suggesting that the influence of EFs extends beyond individual academic domains. These findings have implications for understanding the cognitive mechanisms that underlie the relations between these academic skills.
本研究考察了早期执行功能（EFs）在阅读流畅性与算术流畅性之间关联中的作用。对1185名幼儿园儿童在一年级和三年级时的执行功能技能、阅读流畅性和算术流畅性进行了评估。分析表明，除了各领域内部的联系外，流畅性测量之间存在单向效应，一年级阅读流畅性对三年级算术流畅性的发展有显著影响。此外，研究结果表明，幼儿园阶段的执行功能在两个时间点上对算术流畅性以及一年级的阅读流畅性均有显著贡献。早期执行功能技能也是阅读和算术流畅性表现之间关联的重要贡献因素，这表明执行功能的影响超出了个别学术领域。这些发现对于理解这些学术技能之间关系背后的认知机制具有启示意义。
