学习阅读和写作是儿童在小学早期发展的基本学术技能。这些技能得到了儿童早期出现的各种预测指标的支持。这篇综述有三个主要目标:确定哪些因素被密切检查为阅读和写作的预测因素,特别是解码和编码技能,在不同的人群和语言中(目标1);评估这些预测因子与阅读和写作技能之间的纵向关系(目标2),考虑到这些领域的困难或障碍(目标3),在学龄期。使用PRISMA方法,回顾了81篇文章。作为第一个结果,与写作(n=18)相比,调查预测因子与阅读(n=75)之间关系的研究数量存在显着差异。这两种技能研究最广泛的预测因素是语音意识,语言技能,执行功能,快速自动化命名,和非语言认知技能。英语是学习最多的语言。结果表明预测因子与读/写之间的关系存在差异,可能是由于分析人群的差异,选择的结果衡量标准,和统计分析。此外,很少有研究探讨预测因素与学习困难之间的长期联系。总之,认识到阅读和写作预测因素的多面性是至关重要的,早期筛查对于在早期缺陷的情况下量身定制的预防性干预措施很重要。未来的研究应该深入研究写作,用不同的语言进行跨文化研究,并探讨预测因素在理解阅读和写作困难或障碍中的作用。
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.