正字法对有阅读困难和无阅读困难儿童语音加工的影响:眼动追踪研究

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Reading and Writing Pub Date : 2024-08-12 DOI:10.1007/s11145-024-10567-y
Lauren S. Baron, Anna M. Ehrhorn, Peter Shlanta, Jane Ashby, Bethany A. Bell, Suzanne M. Adlof
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引用次数: 0

摘要

语音加工是造成解码和拼写困难的重要原因,但它并不能完全解释所有儿童的单词阅读结果。随着正字法知识的获得,它会影响典型阅读者的语音加工。在本研究中,我们考察了正字法是否会对目前有阅读困难的儿童(RD)、有阅读困难史但目前具有典型单词阅读能力的儿童(Hx)以及发育正常且无阅读困难史的儿童(TD)的语音处理产生不同的影响。学龄儿童在记录眼球运动的同时完成了一项包含口语单词和图片的语音认知任务。在这项任务中,儿童必须将口语刺激词与四幅以相同声音结尾的图片中的一幅配对。在这项任务中,刺激词-目标图片配对在其最终辅音的正字法和语音映射的一致性和连贯性方面各不相同。眼动显示,与单词阅读能力欠发达的同龄人相比,具有典型单词阅读能力的儿童(Hx 组和 TD 组)能更好地分辨目标和衬托。所有儿童在刺激-目标对一致时比不一致或不一致时更准确。正字法在完成语音认知任务中发挥着重要作用,即使在没有书面文字的情况下,对于阅读能力参差不齐的儿童来说也是如此。研究结果凸显了在对语音意识和单词阅读进行干预时考虑正字法的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Orthographic influences on phonological processing in children with and without reading difficulties: an eye-tracking study

Phonological processing is an important contributor to decoding and spelling difficulties, but it does not fully explain word reading outcomes for all children. As orthographic knowledge is acquired, it influences phonological processing in typical readers. In the present study, we examined whether orthography affects phonological processing differently for children with current reading difficulties (RD), children with a history of reading difficulties who are currently presenting with typical word reading skills (Hx), and children with typical development and no history of reading difficulties (TD). School-aged children completed a phonological awareness task containing spoken words and pictures while eye movements were recorded. In this task, children had to pair a spoken stimulus word with one of four pictures that ended with the same sound. Within the task, stimulus-target picture pairs varied in the congruency and consistency of the orthographic and phonological mappings of their final consonant sounds. Eye movements revealed that children with typical word reading (the Hx and TD groups) showed better discrimination of the target from the foils compared to peers with underdeveloped word reading skills. All children were more accurate when stimulus-target pairs were congruent and consistent than when they were incongruent or inconsistent. Orthography plays an important role in the completion of phonological awareness tasks, even in the absence of written words and for children with a wide range of reading abilities. Results highlight the importance of considering orthography during interventions for phonological awareness and word reading.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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