ANNA – Working memory and school readiness
The project ANNA focuses on precursor skills that are central to the learning of reading, writing and arithmetic.
In recent years, numerous studies in educational research have shown that children enter school equipped with already existing important prior knowledge. This knowledge facilitates the learning of reading, writing and arithmetic. 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. Our long-term study is meant to show whether kindergarten children with particular impairments of the subsystems of their working memory are more often among those children who show later difficulty in the acquisition of reading, writing and arithmetic. It is assumed that kindergarten children with impairments in their phonological working memory carry a particular risk for subsequent difficulties in reading and writing, but not in arithmetic. Kindergarten children with impairments of their visual-spatial working memory should carry a high risk of developing arithmetic difficulties, but should develop no difficulties in reading and writing. It is the central concern of the project ANNA to clarify the extent to which these hypotheses are valid.
Website: IDeA Center
- Marcus Hasselhorn
- Kristin Krajewski
11/2008 - 2014
|Department:||Department of Education and Human Development|