The development of the relation between letter-naming speed and reading ability
The development of the relation between letter-naming speed and reading ability
复制标题
字母命名速度与阅读能力关系的发展
DOI：
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发表时间：
1983
期刊：
影响因子：
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通讯作者：
A. Cunningham
中科院分区：
文献类型：
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作者：
K. Stanovich;Dorothy J. Feeman;A. Cunningham
一个离散试验反应时的方法，以测量的速度与两组一年级儿童（一个测试两次在学年期间）命名的字母。字母命名速度与阅读能力的关系，虽然具有统计学意义，但远小于先前采用连续列表程序的研究中观察到的结果。有人认为，这个过程夸大了相关性，因为它涉及许多其他心理过程，除了名字检索速度。三年级组也显示出弱相关性，但在五年级组中，这种关系相当强。在阅读水平较高的五年级学生中，这种强相关性的存在可能更能说明对文本的不同体验，而不是名称检索速度在决定阅读能力方面的因果作用。
A discrete-trial reaction time methodology was employed in order to measure the speed with which two groups of first-grade children (one tested twice during the school year) named letters. The relation of letter-naming speed to reading ability, although statistically significant, was much smaller than that observed in previous research in which a continuous-list procedure was employed. It was suggested that this procedure inflates the correlation because it involves many other psychological processes in addition to name retrieval speed. A third-grade group also displayed a weak correlation, but the relationship was reasonably strong in a fifth-grade group. The presence of a strong relationship in groups as advanced in reading as fifth-graders is probably more indicative of differential experience with text than it is of a causal role for name retrieval speed in determining reading ability.