Modeling the successes and failures of interventions for disabled readers
Modeling the successes and failures of interventions for disabled readers
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DOI：
10.1207/s1532799xssr0702_3
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发表时间：
2003-01-01
影响因子：
3.7
通讯作者：
Seidenberg, MS
中科院分区：
文献类型：
--
作者：
Harm, MW;McCandliss, BD;Seidenberg, MS
先前用于模拟发展性阅读障碍的详细方面的阅读发展的联结主义模型（Harm & Seidenberg，1999）被用来探索为什么某些类别的干预措施，旨在克服阅读障碍比其他更有效。先前的研究表明，针对拼写-声音对应发展的干预措施在促进概括技能方面比仅旨在提高语音意识的干预措施更有效。这些模拟广泛地复制了发展文献中发现的成功和失败的模式，并提供了明确的计算见解，以解释为什么包括拼写语音训练在内的干预措施比那些只针对语音发展的干预措施更有效。
A connectionist model of reading development previously used to simulate detailed aspects of developmental dyslexia (Harm & Seidenberg, 1999) was used to explore why certain classes of interventions designed to overcome reading impairments are more effective than others. Previous research has shown that interventions targeting the development of spelling-sound correspondences are more effective at promoting generalization skills than ones designed solely to increase phonological awareness. The simulations broadly replicate the patterns of success and failure found in the developmental literature and provide explicit computational insights into exactly why the interventions that include training on spelling-sound regularities are more effective than those targeting phonological development alone.