Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency
Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency
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在没有明确拼读法的情况下获得单词阅读的孩子是否会进行补偿性学习？
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Jason Ewing
中科院分区：
文献类型：
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作者：
G. Thompson;M. McKay;C. Fletcher;V. Connelly;Richard T. Kaa;Jason Ewing
在三个国家进行了两项研究，以检查没有系统显式拼读法的初级读者样本，这些样本的单词阅读准确性与具有高和中等显式拼读法的比较样本相同。他们是否采取了任何补偿性学习来达到这个水平？在样本上测试了四种补偿学习或表现的假设，所有这些假设都代表了单词阅读准确性规范分布的下半部分。没有明确语音的两个样本接受的教学以故事文本阅读和从文本阅读中产生的一些接受性语音为中心。他们没有通过相对更多地使用雾凇单位形式的较大心理语言粒度来进行补偿。他们也没有通过牺牲理解力来换取文本阅读准确性来进行补偿。在一项微训练研究中，他们在词汇拼写表征的初始学习熟练程度方面没有表现出任何补偿。对于所有样本，这种最初的拼写学习效果不如阅读训练试验。在阅读文本时，没有明确语音的样本并没有通过牺牲速度来换取准确性或理解力来进行补偿。相反，他们阅读文本的速度比显式语音样本快。他们可以利用额外的课堂教学时间进行文本阅读，以及随之而来的额外接触和文本阅读练习，这可以解释这一结果。
Two studies were conducted across three countries to examine samples of beginning readers without systematic explicit phonics who had reached the same level of word reading accuracy as comparison samples with high and moderate explicit phonics. Had they employed any compensatory learning to reach that level? Four hypotheses of compensatory learning or performance were tested on the samples, all of which represented the lower half of the normative distribution of word reading accuracy. The two samples without explicit phonics received teaching that centered on story text reading and some receptive phonics that arose from this text reading. They did not compensate by relatively greater use of a larger psycholinguistic grain size in the form of rime units. Nor did they compensate by trading off comprehension for text word reading accuracy. In a microtraining study, they showed no compensation in proficiency of initial learning of lexical orthographic representations. For all samples, this initial learning was less effective with spelling than reading training trials. In reading text, the samples without explicit phonics did not compensate by trading off speed for accuracy, or comprehension. On the contrary, they read text faster than the explicit phonics samples. The extra classroom instruction time available to them for text reading, with the consequential extra exposure and practice of word reading, would explain this result.