Abstract

The influence of the frequency of reading and writing habits (FRWH) on cognition has been investigated by several studies in the literature. However, the implications of FRWH on executive development, intelligence, and academic achievement are not yet clear in adolescents with healthy development. The aim was to verify whether there are differences in executive functions, intelligence, and academic achievement between adolescents with high and low FRWH. Moreover, we aimed to investigate if there are differences in the parental FRWH between adolescents with high and low FRWH. The sample was composed of 47 healthy adolescents, n = 24 with high FRWH and n = 23 with low FRWH. Adolescents with higher FRWH had better performance on measures of vocabulary, Speech Act analysis, and Oral Narrative Discourse. Therefore, a high FRWH has a positive influence on the cognitive development of healthy adolescents, especially with regard to pragmatic language. However, adolescents with low FRWH performed better than those with a high FRWH on an automatic counting task. The interpretation of cognitive performance and academic achievement scores in neuropsychological assessment should consider the FRWH of parents and adolescents. This factor should be targeted by early stimulation interventions to help adolescents achieve the highest possible levels of global development.

摘要

文献中的几项研究已经研究了阅读和写作习惯频率 (FRWH) 对认知的影响。然而，对于健康发育的青少年，FRWH 对执行力发展、智力和学业成就的影响尚不清楚。目的是验证 FRWH 高和低的青少年在执行功能、智力和学业成就方面是否存在差异。此外，我们旨在调查高 FRWH 和低 FRWH 青少年的父母 FRWH 是否存在差异。样本由 47 名健康青少年组成，n  = 24 具有高 FRWH 和n = 23 低 FRWH。FRWH 较高的青少年在词汇测量、言语行为分析和口头叙事话语方面表现较好。因此，高 FRWH 对健康青少年的认知发展有积极影响，尤其是在实用语言方面。然而，在自动计数任务中，FRWH 低的青少年比 FRWH 高的青少年表现更好。神经心理学评估中认知表现和学业成绩的解释应考虑父母和青少年的 FRWH。这个因素应该是早期刺激干预的目标，以帮助青少年实现最高水平的全球发展。