The importance of processing automaticity and temporary storage capacity to the differences in comprehension between skilled and less skilled college-age deaf readers.
The importance of processing automaticity and temporary storage capacity to the differences in comprehension between skilled and less skilled college-age deaf readers.
复制标题
DOI：
10.1093/deafed/eng013
复制
发表时间：
2003-01-01
影响因子：
2
通讯作者：
Kelly, Leonard P
中科院分区：
文献类型：
--
作者：
Kelly, Leonard P
几十年来，聋哑读者普遍存在理解力低下的问题，但问题仍然存在。阅读能力的哪些方面应该成为协调教学工作的主要焦点的不确定性阻碍了进展。本文探讨了临时存储容量和/或处理自动化是否可以解释熟练和不太熟练的成年聋人读者之间的理解差异。临时存储容量是指在处理信息时在当前内存中保存单独的信息位的能力。处理自动化是指以最少的有意识的脑力劳动完成某些基本阅读操作的能力，例如识别单个单词和将单词组合成有意义的短语。在这项研究中，一组聋哑成人在大学阶段阅读，另一组在五年级阶段阅读，完成了一系列实验任务，产生了存储容量和自动化的多个指标。其中包括 Daneman 和 Carpenter (1980) 的阅读跨度任务、类似的加法跨度任务、两种语音处理措施，以及一个改变临时存储和处理自动化要求的句子阅读任务。结果表明，熟练的读者不会要求特别大的临时存储容量，而不太熟练的读者也不会遭受存储容量不足的困扰。然而，处理自动化的指标表明，技术较差的读者必须比技术熟练的读者投入更多有意识的脑力劳动才能完成基本的阅读操作。这些发现应用于与以下相关的理论：（a）低自动性读者所面临的理解障碍的本质，（b）低自动性与其他理解障碍的相互作用，以及（c）设计实践经验以提高聋哑读者的自动性并最终提高理解力。
The prevalence of low comprehension among deaf readers has been documented for decades, yet the problem persists. Progress has been hampered by uncertainty regarding which aspects of reading competence ought to be the primary focus of concerted instructional efforts. This article examines whether temporary storage capacity and/or processing automaticity may explain the difference in comprehension between skilled and less skilled adult deaf readers. Temporary storage capacity is the ability to maintain separate bits of information in current memory while they are being processed. Processing automaticity is the ability to complete certain basic operations of reading, such as recognizing individual words and chunking sets of words into meaningful phrases, with a minimum of intentional mental effort. In this study one group of deaf adults reading at the college level and another reading at the 5th-grade level completed a battery of experimental tasks that generated multiple indicators of storage capacity and automaticity. These included the reading span task of Daneman and Carpenter (1980), an analogous addition span task, two measures of phonological processing, and a sentence-reading task that varied the demands on temporary storage and processing automaticity. Results suggest that skilled readers do not command an exceptionally large temporary storage capacity, nor do less skilled readers suffer from deficient storage capacity. The indicators of processing automaticity suggest, however, that less skilled readers must invest significantly more conscious mental effort than skilled readers to complete basic operations of reading. These findings are applied to theory related to (a) the nature of the breakdowns in comprehension faced by readers with low automaticity, (b) the interaction of low automaticity with other obstacles to comprehension, and (c) the design of practice experiences to increase the automaticity and ultimately the comprehension of deaf readers.