Learning to read: English in comparison to six more regular orthographies
Learning to read: English in comparison to six more regular orthographies
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DOI：
10.1017/s0142716403000316
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发表时间：
2003-10-01
影响因子：
2.1
通讯作者：
Wimmer, H
中科院分区：
文献类型：
--
作者：
Aro, M;Wimmer, H
将1-4年级英语儿童的阅读表现与同年级德语、荷兰语、瑞典语、法语、西班牙语和芬兰语儿童的阅读表现进行比较。他们使用了三种不同的任务：数字阅读、数字单词阅读和假词阅读。伪单词与数字单词共享起始和时间的字母模式。结果表明，除英语外，其他正字法中的假词在一年级结束时的阅读准确率都很高（接近90%）。与准确性相反，假词的阅读流畅性不仅受到规则性的影响，还受到其他正字法差异的影响。研究结果强调了对以英语为基础的阅读发展特征进行修订的必要性。
Reading performance of English children in Grades 1-4 was compared with reading performance of German-, Dutch-, Swedish-, French-, Spanish-, and Finnish-speaking children at the same grade levels. Three different tasks were used: numeral reading, number word reading, and pseudoword reading. The pseudowords shared the letter patterns for onsets and times with the number words. The results showed that with the exception of English, pseudowords in the remaining orthographies were read with a high level of accuracy (approaching 90%) by the end of Grade 1. In contrast to accuracy, reading fluency for pseudowords was affected not only by regularity but also by other orthographic differences. The results highlight the need for a revision of English-based characterizations of reading development.