IDeA – project ANNA

In recent years, numerous studies have shown that children enter school already equipped with knowledge that facilitates their learning to read, write and calculate. Kindergarten children who notice, for instance, that words are composed of individual sounds have less difficulty in the acquisition of reading and writing skills. Kindergarten children who have a good grasp of the link between numbers and quantities experience less difficulty in acquiring school mathematics. So far, little research exists regarding the significance of the memory capacity of a child at this early stage of development. The project ANNA focuses on this question, and intends to assess the effects of limited memory resources in kindergarten children on later school achievement. We assume that those kindergarten children who display certain weaknesses in their memory will be more likely to experience difficulties in acquiring reading, writing and arithmetic skills. A further aspect of interest concerns the extent to which these difficulties are perceived by the children themselves, and affect learning motivation and learning behavior.

Further information on the IDeA – project ANNA