The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and phonological and visuo-spatial working memory, tasks tapping response inhibition, and predictors of literacy (vocabulary, phonological awareness, letter knowledge) and numeracy (magnitude comparison, number knowledge) skills. The structural equation model indicated that verbal working memory and, to a lesser extent, inhibition represented cross-domain predictors, whereas home numeracy activities and visuo-spatial working memory explained additional variance only for early numeracy skills. Implications for parents and educators are discussed.

本研究的目的是测试环境和认知变量作为早期识字和计算技能的可能跨领域预测因素。148 名学龄前儿童（平均年龄 = 64.36 个月 ± 3.33 个月）参加了这项研究。电池包括家庭识字和家庭算术问卷、测量和语音和视觉空间工作记忆、敲击反应抑制的任务以及识字（词汇、语音意识、字母知识）和算术（数量级比较、数字知识）技能的预测因子。结构方程模型表明，语言工作记忆和在较小程度上的抑制代表了跨域预测因子，而家庭计算活动和视觉空间工作记忆仅解释了早期计算技能的额外差异。