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Autor*innen: Preßler, Anna-Lena; Könen, Tanja; Hasselhorn, Marcus; Krajewski, Kristin
Titel: Cognitive preconditions of early reading and spelling: A latent-variable approach with longitudinal data
In: Reading and Writing, 27 (2014) 2, S. 383-406
DOI: 10.1007/s11145-013-9449-0
URL: http://link.springer.com/article/10.1007%2Fs11145-013-9449-0
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Arbeitsgedächtnis; Deutschland; Grundschüler; Intelligenz; Längsschnittuntersuchung; Lesen; Rechtschreibung
Abstract: The aim of the present study was to empirically disentangle the interdependencies
of the impact of nonverbal intelligence, working memory capacities,
and phonological processing skills on early reading decoding and spelling within a
latent variable approach. In a sample of 127 children, these cognitive preconditions
were assessed before the onset of formal education, whereas reading as well as
spelling achievement was measured at the end of grade 1. The findings indicate that
working memory does contribute to the prediction of early reading and spelling, and
that this contribution outperforms that of general intelligence and phonological
recoding from long-term memory during the early steps of reading and spelling
acquisition. Moreover, the results show that phonological awareness mediates the
effects of working memory capacities on early literacy outcomes. The role of
working memory and phonological awareness as key cognitive preconditions of
early reading and spelling are discussed.
DIPF-Abteilung: Bildung und Entwicklung