Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition
Learning to read changes children's phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition
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DOI：
10.1111/j.1467-7687.2010.01008.x
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发表时间：
2011-07-01
影响因子：
3.7
通讯作者：
Hulme, Charles
中科院分区：
文献类型：
--
作者：
Nation, Kate;Hulme, Charles
非词重复的个体差异与语言和读写能力的发展有关，但很少有研究考虑到学习阅读在多大程度上影响了非词重复表现所指示的语音技能。我们使用潜变量纵向设计探索了这个问题。研究人员对215名6岁儿童和一年后7岁儿童的阅读、口语和非单词重复进行了评估。6岁时的阅读预测了6至7岁之间非单词重复的增长，独立于口语技能的影响和6岁时非单词重复的自回归效应，但非单词重复不是阅读增长的纵向预测因子。这些发现表明，学习阅读对儿童的语言处理系统有着强大的影响。我们考虑如何学习阅读可能会影响语音处理，并讨论我们的研究结果的理论解释阅读障碍的影响
Individual differences in nonword repetition are associated with language and literacy development, but few studies have considered the extent to which learning to read influences phonological skills as indexed by non word repetition performance. We explored this question using a latent variable longitudinal design. Reading, oral language and nonword repetition were assessed in 215 children at age 6 years and one year later at age 7. Reading at 6 years predicted growth in non word repetition between 6 and 7 years, independent of the effects of oral language skills and the autoregressive effect of nonword repetition at 6 years, but non word repetition was not a longitudinal predictor of the growth of reading. These findings demonstrate that learning to read has a powerful effect on children's language processing systems. We consider how learning to read might influence speech processing, and discuss the implications of our findings for theoretical accounts of reading disorder