Naming Speed, Phonological Awareness, and Orthographic Knowledge in Second Graders
Naming Speed, Phonological Awareness, and Orthographic Knowledge in Second Graders
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DOI：
10.1177/002221940003300405
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发表时间：
2000-07
影响因子：
3
通讯作者：
F. Manis;L. M. Doi;Bhaktawahr Bhadha
中科院分区：
文献类型：
--
作者：
F. Manis;L. M. Doi;Bhaktawahr Bhadha
本研究以一具代表性的二年级学生为研究对象，探讨了命名速度、语音意识、正字法技能和其他阅读子技能之间的同步关系。层次回归分析显示，快速自动命名（RAN）任务测量的命名速度在词汇和音位意识被分割的阅读中占相当大的独特差异。命名速度对正字法技能的独特贡献相对更强，而音素技能对非词解码的贡献更强。在进一步的分析中，在包括正字法处理在内的一系列阅读任务中，双缺陷（命名速度慢和音位意识低）的亚组中可以看到明显的困难，但在只有单缺陷的组中却没有。这些发现与Bowers和Wolf （1993a, 1993b; Wolf & Bowers, 1999）关于阅读障碍的双重缺陷假说基本一致。
Concurrent relationships among measures of naming speed, phonological awareness, orthographic skill, and other reading subskills were explored in a representative sample of second graders. Hierarchical regression analyses revealed that naming speed, as measured by the the rapid automatized naming (RAN) task, accounted for a sizable amount of unique variance in reading with vocabulary and phonemic awareness partialled out. The unique contribution of naming speed to reading was relatively stronger for orthographic skills, whereas the contribution of phonemic skills was stronger for nonword decoding. In further analyses, marked difficulties on a range of reading tasks, including orthographic processing, were seen in a subgroup with a double deficit (slow naming speed and low phonemic awareness) but not in groups with only a single deficit. These findings are broadly consistent with Bowers and Wolf's (1993a, 1993b; Wolf & Bowers, 1999) double-deficit hypothesis of reading disability.