READING-RELATED PHONOLOGICAL PROCESSES

这项续订提案的主要目标包括三个 延长目前获得资助的项目中的研究计划。这个 第一个扩展是从对初级读者群体的研究扩展到 对年龄较大、阅读更流利的人群进行的研究。具体目标 与我们目前获得资金的项目的这一延长有关的是：(A) 确定语音加工能力的性质，以及 它们与阅读的因果关系的方向和大小，变化为 儿童在阅读方面从最初的习得到流利；(B)检查 语音加工中个体差异的后果 随后阅读理解的能力和解码；及(C) 解决关于明显缺乏因果作用的一个重要含糊之处 用于在语音处理的后续发展中进行解码 超能力。我们将通过一个持续的计划来实现这些具体目标 对我们现有的约250名儿童的纵向样本进行了研究。 第二个外延是从研究正常发展到研究发展 不正常的发育。与这一延期相关的具体目标 我们目前获得资助的项目的主要目的是：(A)研究 阅读障碍儿童的语音加工能力(特异型 阅读障碍)；及(B)研究两者之间可能的因果关系 语音加工能力的非典型发展与 阅读障碍的发展。我们将通过开展工作来实现这些具体目标 对120名阅读困难儿童进行了为期四年的纵向相关研究。 第三个延伸是从完全依赖纵向 对纵向相关组合的相关性研究 旨在操纵语音水平的研究和培训研究 处理能力。与这一扩展相关的具体目标 我们目前获得资助的项目是：(A)采用培训-研究方法 检验语音加工结构的替代模型 能力及其与阅读的因果关系，我们在 纵向相关研究；(B)检查以下方面的程度 语音能力可以通过训练和持续时间来改变 如发现该等训练效果，请告知本局；及。(三)研究 对培训的不同反应，并识别个体差异 预测对训练的不同反应的变量。我们将实现 这些具体目标是通过开展一项涉及200人的培训研究 幼儿园的学生将被跟踪到二年级。

The broad objectives of this continuation proposal consist of three extensions of the program of study in the currently funded project. The first extension is from the study of a population of beginning readers to the study of a population of older, more fluent readers. The specific aims associated with this extension of our currently funded project are to: (a) determine whether the nature of phonological processing abilities, and the direction and magnitudes of their causal relations with reading, change as children move from initial acquisition to fluency in reading; (b) examine the consequences of individual differences in phonological processing abilities and decoding on subsequent reading comprehension; and (c) to resolve an important ambiguity about the apparent lack of a causal role for decoding in the subsequent development of phonological processing abilities. We will achieve these specific aims by a program of continued study of our existing longitudinal sample of approximately 250 children. The second extension is from the study of normal development to the study of abnormal development. The specific aims associated with this extension of our currently funded project are to: (a) examine the nature of the phonological processing abilities of children with dyslexia (specific reading disability); and (b) examine possible causal relations between the atypical development of phonological processing abilities and the development of dyslexia. We will achieve these specific aims by carrying out a four-year longitudinal correlational study of 120 dyslexic children. The third extension is from an exclusive reliance on longitudinal correlational studies to a combination of longitudinal correlational studies and training studies designed to manipulate levels of phonological processing abilities. The specific aims associated with this extension of our currently funded project are to: (a) use a training-study methodology to test the alternative models of the structure of phonological processing abilities and their causal relations with reading that we examined in our longitudinal correlational studies; (b) examine the degree to which phonological abilities are modifiable through training and the duration of such training effects, if found; and (c) examine the extent of differential response to training, and to identify individual difference variables that predict differential response to training. We will achieve these specific aims by carrying out a training study involving 200 kindergarten students who will be followed through second grade.