Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia
Improvements in reading accuracy as a result of increased interletter spacing are not specific to children with dyslexia
复制标题
DOI：
10.1016/j.jecp.2017.07.010
复制
发表时间：
2017-12-01
影响因子：
2.6
通讯作者：
Tijms, Jurgen
中科院分区：
文献类型：
--
作者：
Hakvoort, Britt;van den Boer, Madelon;Tijms, Jurgen
最近，增加字母间距(LS)作为提高阅读流利性的一种方法被研究。研究表明，增加阅读理解能力可以提高阅读成绩，尤其是在阅读能力较差的学生。理论上，由于拥挤效应减弱，这些发现得到了很好的证实。然而，从经验上讲，关于LS的发现并不是决定性的。在两个实验中，我们检查了LS增加的影响是否仅限于阅读困难儿童，以及LS增加是否影响单词或句子的处理。在第一个实验中，30名阅读困难儿童和30名对照组(平均年龄=9岁11个月)在标准和增强LS条件下阅读句子。在第二个实验中，189名读者(平均年龄=9岁零3个月)在逐句或逐字阅读的条件下阅读了这些句子。第一个实验表明，LS的增加对阅读障碍儿童和对照组的影响相似。受试者在增加的IS状态下比在标准LS状态下犯的错误要少。阅读速度没有受到影响。没有迹象表明LS的效果与阅读能力有关，即使是对一小部分读者也是如此。第二次实验的结果与此类似。增加LS会导致更少的错误，而不是更快的读取率。只有当呈现完整的句子时，才会发现这一点，而不是当逐字阅读句子时。可以得出三个主要结论。首先，LS的增加似乎只会影响阅读的准确性。其次，这些发现并不支持增加LS特别影响贫困读者的说法。第三，最小二乘法的影响似乎发生在语际层面。讨论了这些发现的理论和实践意义。(C)2017 Elsevier Inc.保留所有权利。
Recently, increased interletter spacing (LS) has been studied as a way to enhance reading fluency. It is suggested that increased LS improves reading performance, especially in poor readers. Theoretically, these findings are well substantiated as a result of diminished crowding effects. Empirically, however, findings on LS are inconclusive. In two experiments, we examined whether effects of increased LS are specific to children with dyslexia and whether increased LS affects word or sentence processing. In the first experiment, 30 children with dyslexia and 30 controls (mean age = 9 years 11 months) read sentences in standard and increased LS conditions. In the second experiment, these sentences were read by an unselected sample of 189 readers (mean age = 9 years 3 months) in either a sentence or word-by-word reading condition. The first experiment showed that increased LS affected children with dyslexia and controls in similar ways. Participants made fewer errors in the increased IS condition than in the standard LS condition. Reading rates were not affected. There were no indications that the effect of LS was related to reading ability, not even for a subgroup of readers. Findings of the second experiment were similar. Increased LS resulted in fewer errors, not faster reading rates. This was found only when complete sentences were presented, not when sentences were read word by word. Three main conclusions can be drawn. First, increased LS appears to affect reading accuracy only. Second, the findings do not support claims that increased LS specifically affects poor readers. And third, the effect of LS seems to occur at the interword level. Theoretical and practical implications of these findings are discussed. (C) 2017 Elsevier Inc. All rights reserved.