Writing and reading: Connections between language by hand and language by eye
Writing and reading: Connections between language by hand and language by eye
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DOI：
10.1177/002221940203500104
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发表时间：
2002-01-01
影响因子：
3
通讯作者：
Richards, T
中科院分区：
文献类型：
--
作者：
Berninger, VW;Abbott, RD;Richards, T
四种方法来调查语言之间的联系，通过手和眼睛的语言描述和说明从一个长达十年的研究计划。在第一种方法中，多组结构方程模型被应用到阅读和写作的措施，通常开发作家检查单向和双向的特定组件之间的关系的阅读和写作系统。在第二种方法中;将结构方程模型应用于给予具有阅读和写作障碍的儿童和成人的多变量语言测量集合，以检查相同的语言过程集合如何被不同地编排以实现特定的阅读或写作目标，并且评估因素之间的相关性以检查手语言系统和眼语言系统最容易交流的水平。在第三种方法中，教学模式和反应模式系统地改变，以评估治疗阅读障碍的有效性，有和没有写作组件。在第四种方法中，功能性脑成像被用来调查残留的拼写问题的学生的问题，字解码已被纠正。这四种方法支持一种模型，在这种模型中，手语言和眼语言是以可预测的方式相互作用的独立系统。
Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. In the first approach, multigroup structural equation modeling is applied to reading and writing measures given to typically developing writers to examine unidirectional and bidirectional relationships between specific components of the reading and writing systems. In the second approach; structural equation modeling is applied to a multivariate set of language measures given to children and adults with reading and writing disabilities to examine how the same set of language processes is orchestrated differently to accomplish specific reading or writing goals, and correlations between factors are evaluated to examine the level at which the language-by-hand system and the language-by-eye system communicate most easily. In the third approach, mode of instruction and mode of response are systematically varied in evaluating effectiveness of treating reading disability with and without a writing component. In the fourth approach, functional brain imaging is used to investigate residual spelling problems in students whose problems with word decoding have been remediated. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways.