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

我们如何（或不）学习字母-声音关联？

• 批准号: 405007295
• 负责人: Dr. Xenia Schmalz
• 金额: --
• 依托单位: Klinik und Poliklinik für Kinder- und Jugendpsychiatrie, Psychosomatik und Psychotherapie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/405007295?language=en
• 关键词: How; do; don; learn; letters

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.

学习阅读主要依赖于字母-声音（字素-音素）对应（GPC）的学习和知识。GPC知识的损伤已被证明在阅读障碍中受损（Rack，Snowling & Olson，1992），与阅读能力具有因果关系（Hulme等人，2012），以及训练GPC作为患有阅读障碍的初级读者的最有效治疗（Galuschka等人，2014年）。然而，很少有人知道的认知技能，使儿童能够学习这些对应关系，或如何这种学习是受损的发展性阅读障碍。我们的目标是进行一个相关性和一个实验研究，以解决这些问题。