A comprehensive study of constituent components of reading in English as a second language

阅读理解（RC）定义为RC = GD×LC，其中D表示字形解码能力，LC表示听力理解能力。在进一步的研究中，日本学生的第二语言使用相同的材料，以前的研究人员和一个全面的图片阅读的组成部分进行了讨论（诵读困难，2003年）的发音意识的任务。在这些研究中，强调了发音对阅读的影响的重要性，同时注意到语音键的测量误差问题，并进行了实证研究（Perceptual and Motor Skills，2003 a）。与此相关的是单词长度（音节数）对命名潜伏期的影响。对先前报道的数据的重新分析表明，单音节汉字词的平均命名潜伏期长于双音节汉字词（Perceptual and Motor Skills，2003 b）。这一发现的普遍性仍有待进一步研究。另一方面，Wang等人（2003）提出，在ESL中，一语汉字的知识影响阅读，但本研究者讨论的是一语语音而不是一语正字法影响阅读。

Reading comprehension, RC, defined as RC = GD×LC, where D indicates grapheme decoding skill and LC indicates listening comprehension, was discussed in a broader perspective including normal ESL readers and dyslexic readers (RASK, 2003). In further research, Japanese students of ESL were given an articulation awareness task using the same materials used by previous researchers and a comprehensive picture on components of reading was discussed (Dyslexia, 2003). In those studies, the importance of the effect of pronunciation on reading was highlighted at the same time, the issue of measurement errors of a voice key was noted and an empirical study was conducted (Perceptual and Motor skills, 2003a). Related to this was the question of the effect of word length (in terms of number of syllables) on naming latency. A reanalyses of previously reported data indicated that the mean naming latency was longer for one syllable kanji words than for two syllable kanji words (Perceptual and Motor Skills, 2003b). The generality of this finding remains to be investigated in further research. On the other hand, Wang et al. (2003) proposed that knowledge of L1 kanji affects reading in ESL, but the present researcher discussed that L1 phonology rather than L1 orthography affects reading ESL (Cognition, in press)