There is increasing evidence for an association between both serial order short-term memory (STM) and the long-term learning (LTL) of serial order information and reading abilities. In this developmental study, we examined the hypothesis that STM for serial order supports online grapheme-to-phoneme conversion processes during the initial stages of reading acquisition, whereas the LTL of serial order serves reading abilities at later stages, when reading starts to rely on more stable, long-term orthographic representations. We followed a sample of 116 French-speaking children from first (Time 1 [T1]) grade of primary school through second (Time 2 [T2]) and third (Time 3 [T3]) grade. Their serial order STM and LTL abilities as well as their reading abilities were assessed. Overall, we observed that early reading abilities were only predicted by serial order STM performance, while more advanced reading abilities were predicted by both serial order STM and LTL performance. These results point toward a predictive role of serial order memory performance in reading acquisition and suggest that serial order STM and LTL support reading at different stages of acquisition. We further discuss our findings in the light of advancing knowledge about the relationship between memory and reading. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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序列顺序短期记忆和长期学习对阅读习得的贡献：纵向研究。

越来越多的证据表明，连续顺序短期记忆 (STM) 与连续顺序信息和阅读能力的长期学习 (LTL) 之间存在关联。在这项发展性研究中，我们检验了以下假设：串行顺序的 STM 在阅读习得的初始阶段支持在线字素到音素的转换过程，而串行顺序的 LTL 服务于后期的阅读能力，当阅读开始依赖时更稳定、长期的正字法表示。我们跟踪了从小学一年级（时间 1 [T1]）到二年级（时间 2 [T2]）和三年级（时间 3 [T3]）的 116 名法语儿童样本。评估了他们的连续顺序 STM 和 LTL 能力以及他们的阅读能力。全面的，我们观察到，早期阅读能力仅由串行顺序 STM 性能预测，而更高级的阅读能力则由串行顺序 STM 和 LTL 性能预测。这些结果表明串行顺序记忆性能在阅读获取中的预测作用，并表明串行顺序 STM 和 LTL 支持在获取的不同阶段进行阅读。我们根据对记忆和阅读之间关系的深入了解进一步讨论我们的发现。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。这些结果表明串行顺序记忆性能在阅读获取中的预测作用，并表明串行顺序 STM 和 LTL 支持在获取的不同阶段进行阅读。我们根据对记忆和阅读之间关系的深入了解进一步讨论我们的发现。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。这些结果表明串行顺序记忆性能在阅读获取中的预测作用，并表明串行顺序 STM 和 LTL 支持在获取的不同阶段进行阅读。我们根据对记忆和阅读之间关系的深入了解进一步讨论我们的发现。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。