Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.
复制标题
随着儿童从初级读者发展为熟练阅读者，语音处理能力和单词级阅读之间关系的变化：一项为期 5 年的纵向研究。
DOI：
10.1037//0012-1649.33.3.468
复制
发表时间：
1997
影响因子：
4
通讯作者：
Garon,T
中科院分区：
文献类型：
--
作者：
Wagner,RK;Torgesen,JK;Rashotte,CA;Hecht,SA;Barker,TA;Burgess,SR;Donahue,J;Garon,T
本研究采用纵向相关研究方法，对216名儿童的语音加工能力与词汇水平阅读技能之间的关系进行了探讨。从幼儿园到四年级，随着孩子们从开始到熟练的阅读者的发展，每年对语音处理能力、单词水平的阅读技能和词汇量进行评估。语音意识的个体差异与随后的单词水平阅读的个体差异有关。序列命名和词汇的个体差异与随后的单词水平阅读的个体差异有关，但这些关系随着发展而消失。字母名称知识的个体差异与随后的语音意识和连续命名的个体差异有关，但单词水平阅读的个体差异与随后的语音处理能力之间没有关系。（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in word-level reading for every time period examined. Individual differences in serial naming and vocabulary were related to subsequent individual differences in word-level reading initially, but these relations faded with development. Individual differences in letter-name knowledge were related to subsequent individual differences in phonological awareness and serial naming, but there were no relations between individual differences in word level reading and any subsequent phonological processing ability.(PsycINFO Database Record (c) 2016 APA, all rights reserved)