On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account
On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account
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DOI：
10.1111/j.1467-9817.2005.00278.x
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发表时间：
2005-11-01
影响因子：
2.7
通讯作者：
Ruschena, A
中科院分区：
文献类型：
--
作者：
Bowey, JA;McGuigan, M;Ruschena, A
本研究探讨了几种不同的解释之间的关联的串行命名速度在四年级儿童确定的程度之间的关联阅读和字母和数字的命名速度是由全球处理速度，字母数字符号处理效率和语音处理能力介导的。对儿童进行了关键结构的多项测量，即单词水平的阅读、字母数字和非字母数字项目的连续命名、语音处理能力、清晰度和整体处理速度。四年级儿童的字母数字命名速度和阅读之间的强关联主要是由语音加工能力介导的。在这个年龄段的儿童中，观察到字母和数字的命名速度以及颜色和图片的命名速度有明显不同的结果模式。相对于后者，字母数字命名速度更好地评估了单词阅读能力所共有的潜在语音处理能力。我们认为，项目识别过程中的字母数字的命名速度相对熟练的读者的个体差异贡献不大，在何种程度上，字母数字的命名速度主要反映语音处理可能会有所不同的水平，过度学习的字母和数字及其名称。
The current study examined several alternative explanations of the association between serial naming speed within fourth-grade children by determining the extent to which the association between word reading and naming speed for letters and numbers is mediated by global processing speed, alphanumeric symbol processing efficiency and phonological processing ability. Children were given multiple measures of key constructs, i.e. word-level reading, serial naming of both alphanumeric and non-alphanumeric items, phonological processing ability, articulation rate and global processing speed. The robust association between alphanumeric naming speed and reading within fourth-grade children was largely mediated by phonological processing ability. Markedly different patterns of results were observed for naming speed for letters and digits and naming speed for colours and pictures in children of this age. Relative to the latter, alphanumeric naming speed better assesses an underlying phonological processing ability that is common to word-reading ability. We argue that item identification processes contribute little to individual differences in alphanumeric naming speed within relatively proficient readers and that the extent to which alphanumeric naming speed primarily reflects phonological processing is likely to vary with the level of overlearning of letters and numbers and their names.