【目的】 探讨小学低年级儿童阅读发展相关认知能力对数学能力的影响。 【方法】 本研究采用整群抽样的方法,随机抽取武汉市某城区普通小学一、二年级全体学生411名为被试,进行六项认知能力测试(正字法意识测试、语音意识测试、语素意识测试、快速命名能力测试、工作记忆测试、语音短时记忆测试)和一项智力测试;并采用逐步回归的方法,研究该六项认知能力与低年级儿童数学成绩的关系。 【结果】 回归分析结果显示语音意识是影响小学低年级儿童数学水平的主要因素(一年级:t=6.892,P<0.001;二年级:t=2.491,P<0.05)。 【结论】 小学低年级儿童在阅读相关认知能力上主要发展语音意识,语音意识是影响小学低年级儿童数学能力的主要因素;对小学低年级儿童而言针对语音意识发展的训练可能会有效促进儿童数学成绩的提高。

【Objective】 To investigate how the reading cognitive abilities of the students in lower grades of primary school effected their mathematical ability. 【Methods】 Four hundred and eleven children who were from Grades one to two in one primary school in Wuhan were selected to participate in this project including six cognitive tests and an intelligence test. These six cognitive tests contained orthographic awareness test, phonological awareness test, morphological awareness test, rapid naming test, working memory test and voice short-term memory. And the analysis of stepwise regression method was used to study the relationship between the six cognitive abilities and children's mathematical ability. 【Results】 The results of regression analysis showed that phonological awareness was the main factor that could influence mathematical ability of children from grade one and grade two(Grade one: t=6.892,P<0.001; Grade two: t=2.491,P<0.05). 【Conclusions】 Phonological awareness has made great progress in the early grades and works as a main factor that could influence the development of mathematical ability of children in lower grade. The development of phonological awareness training may be effective in promoting children's mathematical ability.