LEARNING TO READ - THE ROLE OF SHORT-TERM-MEMORY AND PHONOLOGICAL SKILLS
LEARNING TO READ - THE ROLE OF SHORT-TERM-MEMORY AND PHONOLOGICAL SKILLS
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DOI：
10.1006/jecp.1994.1028
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发表时间：
1994-08-01
影响因子：
2.6
通讯作者：
MONK, A
中科院分区：
文献类型：
--
作者：
MCDOUGALL, S;HULME, C;MONK, A
本研究探讨了阅读、短时记忆和语音技能之间的关系，以及在阅读能力不同的儿童群体中发现短期记忆差异的机制。好的、一般的和差的读者组之间在口头的短期记忆上存在差异，但在视觉上没有差异，这些差异可以用语音速率(排练率的一个指标)的差异来很好地解释。在语音能力、押韵意识和音素缺失方面，不同阅读能力组之间的差异也很大。回归分析表明，押韵意识、音素删除和语速(而不是言语短时记忆)对阅读技能有独立的预测关系。这些发现表明，语音技能并不代表一个单一的特征，语音能力的不同方面对预测阅读技能的发展是重要的。(C)1994年学术出版社。Inc.
This study investigates the relationships between reading, short-term memory and phonological skills, and the mechanisms responsible for the short-term memory differences found between groups of children differing in reading ability. Differences were found between groups of good, average, and poor readers in verbal, but not visual, short-term memory and these differences were well explained in terms of differences in speech rate (an index of rehearsal rate) between the groups. Measures of phonological ability, rhyme awareness and phoneme deletion, also showed strong differences between the different reading ability groups. Regression analyses showed that rhyme awareness, phoneme deletion, and speech rate (but not verbal short-term memory) had independent predictive relationships to reading skill. These findings show that phonological skills do not represent a unitary trait, and that different facets of phonological ability are important in predicting the development of reading skills. (C) 1994 Academic Press. Inc.