Earle F Sayako, Del Tufo Stephanie N, Evans Tanya M, Lum Jarrad A G, Cutting Laurie E, Ullman Michael T
Communication Sciences and Disorders, University of Delaware.
Peabody College of Education and Human Development, Vanderbilt University.
Mind Brain Educ. 2020 May;14(2 SI SIG 22 Conference 2018 3):176-186. doi: 10.1111/mbe.12234. Epub 2020 Jan 10.
Prior research has demonstrated that linguistic skills and knowledge contribute to successful reading acquisition. In contrast, little is known about the influence of domain-general learning abilities on reading. To investigate associations between general memory functions and reading during the early stages of learning to read, performance measures of word-level reading and of declarative and procedural learning were obtained in a cohort of 140 children, annually during their first 4 years of school. We hypothesized that differences in learning task performance would relate to reading ability in the early years, when children are first learning to read. We employed a series of linear mixed effects models to test the relationships between learning abilities and reading across time. Declarative learning performance predicted reading ability in first grade, while procedural learning performance predicted reading ability in second grade. Our findings suggest that reading acquisition may depend in part on general capacities for learning.
先前的研究表明，语言技能和知识有助于成功获得阅读能力。相比之下，关于一般领域学习能力对阅读的影响知之甚少。为了研究在阅读学习早期一般记忆功能与阅读之间的关联，我们对140名儿童组成的队列在其入学的前4年每年进行一次单词水平阅读、陈述性和程序性学习的表现测量。我们假设，在儿童刚开始学习阅读的早期，学习任务表现的差异与阅读能力有关。我们采用了一系列线性混合效应模型来测试学习能力与不同时间点阅读之间的关系。陈述性学习表现预测了一年级时的阅读能力，而程序性学习表现预测了二年级时的阅读能力。我们的研究结果表明，阅读能力的获得可能部分取决于一般学习能力。
