Form-meaning links in the development of visual word recognition.
Form-meaning links in the development of visual word recognition.
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视觉单词识别发展中的形式-意义联系。
DOI：
10.1098/rstb.2009.0119
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Nation K
中科院分区：
文献类型：
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作者：
Nation K
学习阅读需要时间，需要明确的指导。三十年的研究已经教会了我们很多关于儿童在阅读发展过程中如何学习正字法和音韵学之间的联系。然而，我们对儿童在正字法形式和意义之间建立的联系了解得很少。这是令人惊讶的，因为阅读发展的目标必须是让儿童发展一个正字法系统，使意义能够快速，可靠和有效地从正字法中获得。本文探讨了儿童在朗读单词时是否使用了意义相关信息，并询问我们对儿童在阅读发展过程中如何以及何时将形式和意义联系起来的了解。
Learning to read takes time and it requires explicit instruction. Three decades of research has taught us a good deal about how children learn about the links between orthography and phonology during word reading development. However, we have learned less about the links that children build between orthographic form and meaning. This is surprising given that the goal of reading development must be for children to develop an orthographic system that allows meanings to be accessed quickly, reliably and efficiently from orthography. This review considers whether meaning-related information is used when children read words aloud, and asks what we know about how and when children make connections between form and meaning during the course of reading development.