Prediction of Early Literacy by Analogical Thinking Modifiability Among Kindergarten Children

Abstract

Previous research has emphasized phonological, morphological, and syntactical awareness, naming, and phonological working memory as specific domain determinants of early literacy. General cognitive processes and intelligence have not usually been considered important in the early stages of acquisition of early literacy. The main objective of this study was to assess the power of a major cognitive process: analogical reasoning, to predict early knowledge of writing as evaluated by kindergarten teachers. 103 kindergarten children, randomly selected from 10 kindergartens, were administered the Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM) test. The children were also evaluated for their primary knowledge of writing by their kindergarten teachers as part of a routine didactic assessment. Early writing was significantly predicted by analogical reasoning above and beyond age and gender. Analogical reasoning and early writing may have similar cognitive components requiring inferential processing and closing of information gaps.