Working memory and phonological awareness as predictors of progress towards early learning goals at school entry
Working memory and phonological awareness as predictors of progress towards early learning goals at school entry
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DOI：
10.1348/026151005x26804
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发表时间：
2005-09-01
影响因子：
2.3
通讯作者：
Lamont, E
中科院分区：
文献类型：
--
作者：
Alloway, TP;Gathercole, SE;Lamont, E
本研究调查了儿童的工作记忆技能是否与他们在 4 岁或 5 岁时入学时教师对他们实现学习目标的进展情况的评分有关。除了在阅读、写作、数学、口语和听力以及个人和社会发展方面的学校基线评估之外，还对 194 名儿童进行了工作记忆、语音意识和非语言能力的测试。认知功能的各个方面与基线评估形成了独特的关联；例如，复杂记忆广度与写作技能的评分，语音短期记忆与阅读、口语和听力技能的评分，以及句子重复分数与数学以及个人和社交技能的评分。额定的阅读技能也与语音意识得分有着独特的联系。研究结果表明，在短时间内存储和处理材料的能力（称为工作记忆）以及语音结构的意识可能在儿童正规教育开始时的关键学习领域发挥着至关重要的作用。
This study investigates whether working memory skills of children are related to teacher ratings of their progress towards learning goals at the time of school entry, at 4 or 5 years of age. A sample of 194 children was tested on measures of working memory, phonological awareness, and non-verbal ability, in addition to the school-based baseline assessments in the areas of reading, writing, mathematics, speaking and listening, and personal and social development. Various aspects of cognitive functioning formed unique associations with baseline assessments; for example complex memory span with rated writing skills, phonological short-term memory with both reading and speaking and listening skills, and sentence repetition scores with both mathematics and personal and social skills. Rated reading skills were also uniquely associated with phonological awareness scores. The findings indicate that the capacity to store and process material over short periods of time, referred to as working memory, and also the awareness of phonological structure, may play a crucial role in key learning areas for children at the beginning of formal education.