共同疾病 文字阅读和数学 计算困难 在一年级开始时
Lynn S Fuchs1,2, Douglas Fuchs1,2, Eunsoo Cho3
1Vanderbilt University, Nashville, TN, USA.
Journal of learning disabilities
|April 30, 2024
概括
早期有文字阅读和数学计算困难的儿童往往有共同的潜在认知问题. 口头计数和工作记忆是解释第一年级学生这种并发症的关键因素.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 认知神经科学 认知神经科学
背景情况:
- 在文字阅读和数学计算方面的共同困难在小学早期很常见.
- 了解共同的认知基础对于有效的早期干预至关重要.
研究的目的:
- 为了确定与共患病相关的认知过程,在一年级的儿童中,文字阅读和数学计算延迟.
- 为了研究字阅读和数学计算困难之间的共享差异.
主要方法:
- 结构方程建模用于分析美国234名一年级儿童的数据.
- 评估儿童的文字阅读,数学计算,核心认知技能 (语音处理,快速自动命名,口头计数) 和域内一般认知技能 (工作记忆,口头语言,非语言推理,注意力行为).
主要成果:
- 语言计数和工作记忆是文字阅读和数学计算之间的共享差异的重要预测因素.
- 核心认知过程,特别是口头计数,和域一般过程,特别是工作记忆,解释了共患病.
结论:
- 认知因素,特别是口头计数和工作记忆,在早期文字阅读和数学计算困难的共患症中发挥着关键作用.
- 研究结果支持开发协调干预措施,以解决一年级学生共同认知缺陷的问题.
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