The relationship between phonological skills and word decoding.
The relationship between phonological skills and word decoding.
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DOI：
10.1111/j.1467-9450.2010.00856.x
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发表时间：
2011-02-01
影响因子：
2.1
通讯作者：
Tonnessen, Finn-Egil
中科院分区：
文献类型：
--
作者：
Hoien-Tengesdal, Ingjerd;Tonnessen, Finn-Egil
文字解码能力是阅读性能的关键因素。在本研究中，我们研究了单词解码能力与三种不同语音技能之间的关系； 1007 名斯堪的纳维亚三年级和五年级学生的音素意识、言语短期记忆 (V-STM) 和快速自动命名 (RAN)。在研究的第一部分中，我们试图调查三种语音技能对单词解码能力的影响。使用多元回归分析，我们的结果清楚地表明，音素意识是解释平均解码器之间单词解码能力差异的最强大的语音技能。然而，在解码能力较差的孩子中，RAN 是 3 年级最重要的因素，而 V-STM 是 5 年级儿童解码能力的主要因素。在研究的第二部分中，我们研究了较差的语音技能和单词解码能力之间的关系。有趣的是，我们的结果显示，大约一半有语音困难的孩子在单词解码能力方面仍然表现在平均范围内。然而，我们的分析证实了早期关于音素意识差和 V-STM 经验有限的儿童严重单词解码困难的研究。
Word decoding ability is a critical factor in reading performance. In the present study, we examined the relationship between word decoding ability and three different phonological skills; phonemic awareness, verbal short-term memory (V-STM), and rapid automatic naming (RAN) in 1007 Scandinavian third- and fifth-graders. In the first part of the study, we sought to investigate the influence of the three phonological skills on word decoding ability. Using multiple regression analysis, our result clearly demonstrated that phonemic awareness was the most powerful phonological skill explaining variance in word decoding ability among average decoders. Among children with poor decoding skills, however, RAN was the most important factor in Grade 3, whereas V-STM was the main contributor to decoding ability among children in Grade 5. In the second part of the research, we examined the relationship between poor phonological skills and word decoding ability. Interestingly, our result revealed that approximately one half of the children with phonological difficulties, still performed within the average range with regard to word decoding ability. However, our analyses confirmed earlier research concerning the severe word decoding difficulties children with both poor phonemic awareness and restricted V-STM, experience.