Predictors of word reading skills in good and struggling readers in Sinhala
Predictors of word reading skills in good and struggling readers in Sinhala
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僧伽罗语良好和困难读者的单词阅读技能的预测因素
DOI：
10.1080/17586801.2013.846844
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
R. Parrila
中科院分区：
文献类型：
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作者：
M. A. D. K. Wijayathilake;R. Parrila
我们研究了音素意识、语音记忆、RAN和单词阅读之间的关系，作为早期阅读技能（挣扎与良好）和单词特征（存在辅音簇和单词长度）的函数。60名学习僧伽罗语的三年级优秀读者和60名学习僧伽罗语的困难读者完成了语音、RAN和单词阅读任务。阅读困难的人在所有任务中的表现都不如阅读优秀的人，而且只掌握了没有辅音集群的短单词的阅读。两组在阅读较长的单词和带有辅音集群的单词时都有困难。RAN、音素意识和音位记忆与单词阅读密切相关。我们讨论了进一步研究的必要性，以充分了解语音过程和单词特征在学习阅读字母词汇库中的作用。
We examine the association between phoneme awareness, phonological memory and RAN and word reading as a function of early reading skill (struggling vs. good) and word characteristics (presence of consonant clusters and word length). Sixty Grade 3 good readers and 60 struggling readers learning to read Sinhala completed the phonological, RAN and word reading tasks. Struggling readers performed poorer than good readers in all tasks and had only mastered reading of short words with no consonant clusters. Both groups had difficulties in reading longer words and words with consonant clusters. RAN, phoneme awareness and phonological memory were robustly associated with word reading. We discuss the need for further studies to fully understand the role of phonological processes and word characteristics in learning to read alphasyllabaries.