Which childhood predictive indices forecast reading and writing skills in school-age children: a systematic review

被引:6
作者
Mercugliano, Alice [1 ]
Bigozzi, Lucia [1 ]
De Cunto, Antonella [2 ]
Graziani, Daniela [1 ]
Pecini, Chiara [1 ]
Usai, Maria Carmen [3 ]
Vecchi, Simona [4 ]
Ruffini, Costanza [1 ]
机构
[1] Univ Florence, Dept Educ Languages Interculture Literatures & Psy, Via San Salvi 12,Bldg 26 Psychol Sect, I-50135 Florence, Italy
[2] Italian Assoc Neuro & Psychomotr Therapists Dev Ag, Rome, Italy
[3] Univ Genoa, Dept Educ Sci DISFor, Genoa, Italy
[4] ASL Roma 1, Lazio Reg Hlth Serv, Dept Epidemiol, Rome, Italy
关键词
Predictive indices; reading; writing; longitudinal; Specific Learning Disorders; DUAL-ROUTE; PHONOLOGICAL AWARENESS; ACADEMIC-ACHIEVEMENT; LANGUAGE-DEVELOPMENT; EXECUTIVE FUNCTION; EMERGENT LITERACY; FAMILY RISK; DIFFICULTIES; KINDERGARTEN; PATHWAYS;
D O I
10.1080/09297049.2024.2347381
中图分类号
R74 [神经病学与精神病学];
学科分类号
摘要
Learning to read and write are essential academic skills that children develop during their early years of primary school. These skills are supported by various predictive indices that emerge in early childhood. This review has three main goals: to identify which factors are closely examined as predictors for reading and writing, specifically decoding and encoding skills, in different populations and languages (Objective 1); to assess the longitudinal relationship between these predictors and reading and writing skills (Objective 2), considering difficulties or disorders in these areas (Objective 3), during school-age. Using the PRISMA methodology, 81 articles were reviewed. As a first result, there is a significant difference in the number of studies investigating the relationship between predictors and reading (n = 75) compared to writing (n = 18). The most extensively studied predictors for both skills are phonological awareness, language skills, executive functions, rapid automatized naming, and non-verbal cognitive skills. English is the most studied language. Results indicated variability in the relationship between predictors and reading/writing, possibly due to differences in the analyzed populations, chosen outcome measures, and statistical analyses. Additionally, few studies explored the long-term connection between predictors and learning difficulties. In summary, recognizing the multifaceted nature of predictive factors for reading and writing is crucial, and early screening is important for tailored preventive interventions in case of early deficiencies. Future research should delve into writing, conduct cross-cultural studies with diverse languages, and explore the role of predictive factors in understanding reading and writing difficulties or disorders.
引用
收藏
页码:161 / 196
页数:36
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