Counting and RAN: Predictors of arithmetic calculation and reading fluency
| Autor: | Paula Salmi, Tuire Koponen, Kenneth Eklund, Tuija Aro |
|---|---|
| Rok vydání: | 2013 |
| Předmět: |
Longitudinal study
media_common.quotation_subject Short-term memory Cognition Education Developmental psychology Fluency Phonological awareness Reading (process) Developmental and Educational Psychology Verbal fluency test Arithmetic Psychology Rapid automatized naming ta515 media_common Cognitive psychology |
| Zdroj: | Journal of Educational Psychology. 105:162-175 |
| ISSN: | 1939-2176 0022-0663 |
| DOI: | 10.1037/a0029285 |
| Popis: | This study examined whether counting and rapid automatized naming (RAN) could operate as significant predictors of both later arithmetic calculation and reading fluency. The authors also took an important step to clarify the cognitive mechanisms underlying these predictive relationships by controlling for the effect of phonological awareness and verbal short-term memory. Due to rather strong covariance between verbal short-term memory and phonological awareness, short-term memory could be controlled only partially. Participants, 200 children from a longitudinal study, were followed from age 5 to 10 years. Structural equation modeling showed counting to be a strong predictor, not only of later calculation but also of reading fluency. Similarly, RAN predicted later calculation as well as reading fluency. These results indicated that counting and RAN were not skill-specific predictors. Phonological awareness explained part of counting and RAN. However, the predictive effects of these 2 skills on calculation and reading remained even after phonological awareness and partially for verbal short-term memory were controlled. Thus, further exploration of other cognitive processes underlying these 2 abilities is needed. |
| Databáze: | OpenAIRE |
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