The objective of this study is to determine the contribution made by knowledge of letters, phonological awareness, phonological memory, and alphanumeric and non-alphanumeric rapid automatised naming at the ages of six and seven to the ability of Spanish children to read words at seven years of age. A total of 116 Spanish-speaking school children took part in the study, from schools located in an average socio-cultural setting, without special educational needs. The reading ability of these pupils was evaluated at the age of seven, and cognitive variables were assessed at six and seven years of age. Descriptive-exploratory analyses, bivariate analyses, and multivariate regressions were performed. The results show that cognitive variables measured at these ages contribute differently to the ability to read words at seven years of age. Rapid naming does not seem to influence word reading; knowledge of letters no longer influences word reading as children grow older; and phonological awareness and phonological memory maintain their contribution to the explanation of word reading. These results indicate that reading in Spanish depends on different cognitive variables and that this relationship varies according to age. The findings have key educational implications in terms of teaching reading skills and the prevention of specific learning difficulties in Spanish Primary Education.

中文翻译：

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认知变量对西班牙7岁儿童阅读能力的影响

这项研究的目的是确定字母知识，语音意识，语音记忆以及六，七岁的字母数字和非字母数字快速自动命名对西班牙儿童七岁时阅读单词的能力的贡献年龄。共有116位说西班牙语的学童从没有特殊教育需求的，平均社会文化背景的学校中参加了这项研究。这些学生的阅读能力在七岁时进行了评估，认知变量在六岁和七岁时进行了评估。进行描述性探索性分析，双变量分析和多元回归。结果表明，在这些年龄段测得的认知变量对七岁时单词阅读能力的贡献不同。快速命名似乎不会影响单词阅读；随着孩子的长大，字母的知识不再影响单词的阅读；语音意识和语音记忆对单词阅读的解释也有贡献。这些结果表明，西班牙语阅读取决于不同的认知变量，并且这种关系随年龄而变化。研究结果在教授阅读技能和预防西班牙初等教育中的特定学习困难方面具有关键的教育意义。这些结果表明，西班牙语阅读取决于不同的认知变量，并且这种关系随年龄而变化。研究结果在教授阅读技能和预防西班牙初等教育中的特定学习困难方面具有关键的教育意义。这些结果表明，西班牙语阅读取决于不同的认知变量，并且这种关系随年龄而变化。研究结果在教授阅读技能和预防西班牙初等教育中的特定学习困难方面具有关键的教育意义。