Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up
Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up
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DOI：
10.1037/0022-0663.100.1.150
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发表时间：
2008-02-01
影响因子：
4.9
通讯作者：
Wimmer, Heinz
中科院分区：
文献类型：
--
作者：
Landerl, Karin;Wimmer, Heinz
在一项纵向研究中，单词阅读流畅性和拼写的发展被跟踪了近8年。在一组115名学生（65名女孩，50名男孩）收购语音透明的德国正字法，预测措施（字母知识，语音短期记忆，语音意识，快速自动化命名，和非言语智商）进行了评估，在1年级开始时，阅读流畅性和拼写进行了测试，在一年级结束时，以及在4年级和8年级。在所有阅读评估中，阅读准确度接近上限，因此阅读准确度差异不会严重影响阅读流畅度。观察到单词阅读流畅性发展的高稳定性。在一年级的阅读障碍者中，70%的人在八年级时仍然是糟糕的阅读者。对于拼写，那些在一年级末仍有问题将口语翻译成语音上合理的字母序列的儿童，后来在正字法拼写方面出现了问题。最强的具体预测因素是快速自动化命名对阅读流畅性和拼写的语音意识，单词识别速度是阅读技能的相关和高度稳定的指标，也是区分阅读技能水平的唯一指标。一致的拼写。早期命名速度比语音意识更能影响其长期发展。
In a longitudinal study, development of word reading fluency and spelling were followed for almost 8 years. In a group of 115 students (65 girls, 50 boys) acquiring the phonologically transparent German orthography, prediction measures (letter knowledge, phonological short-term memory, phonological awareness, rapid automatized naming, and nonverbal IQ) were assessed at the beginning of Grade 1; reading fluency and spelling were tested at the end of Grade I as well as in Grades 4 and 8. Reading accuracy was close to ceiling in all reading assessments, such that reading fluency was not heavily influenced by differences in reading accuracy. High stability was observed for word reading fluency development. Of the dysfluent readers in Grade 1, 70% were still poor readers in Grade 8. For spelling, children who at the end of Grade 1 still had problems translating spoken words into phonologically plausible letter sequences developed problems with orthographic spelling later on. The strongest specific predictors were rapid automatized naming for reading fluency and phonological awareness for spelling, Word recognition speed was a relevant and highly stable indicator of reading skills and the only indicator that discriminated reading skill levels in consistent orthographies. Its long-term development was more strongly influenced by early naming speed than by phonological awareness.