How do (or don’t) we learn letters-sound associations? Neurocognitive processes underlying the learning of Grapheme-Phoneme-Correspondences

学习阅读在很大程度上依赖于字母-声音(字形-音素)对应关系(GPC)的学习和知识。GPC知识的损害已被证明在阅读困难中受到损害(Rack，Snowling&Olson，1992)，与阅读能力存在因果关系(Hulme等人，2012)，并将GPC培训为阅读困难的初级读者的最有效治疗方法(Galuschka等人，2014)。然而，关于使儿童学习这些对应的认知技能，或者这种学习在发育性阅读障碍中是如何受损的，人们知之甚少。我们的目标是进行一项相关研究和一项实验研究来解决这些问题。

Learning to read relies critically on the learning and knowledge of letter-sound (grapheme-phoneme) correspondences (GPCs). Impairments in GPC knowledge have been shown to be impaired in dyslexia (Rack, Snowling & Olson, 1992), to have a causal relationship with reading ability (Hulme et al., 2012), and training GPCs as the most effective treatment for beginning readers with dyslexia (Galuschka et al., 2014). However, little is known about cognitive skills which enable children to learn these correspondences, or how this learning is impaired in developmental dyslexia. We aim to conduct one correlational and one experimental study to address these questions.