READING-RELATED PHONOLOGICAL PROCESSES

十多年的研究表明， 语音处理技能--语音意识， 词汇通达中的语音编码， 工作记忆--与阅读的正常习得有关 技能，并怀疑来源的阅读障碍。 我们有 这个项目的两个目标。 首先，我们打算确定 潜在能力的数量和种类， 声称是语音意识测量的任务， 词汇通达中的语音再编码， 工作记忆 第二，我们打算确定 潜在语音能力的发展 以及阅读和拼写技能的获得。 我们特别 试图确定（a）语音处理的哪些方面 (e.g.,意识，在词汇访问中使用，在工作记忆中使用）是 与阅读的哪些方面有因果关系（例如，词 识别、单词分析、阅读理解）和拼写， 以及（B）这些因果关系的方向和可能的起源。 将在五年内进行五项实验， 代表了实现我们目标的三种趋同方法。 在实验1中，我们进行了一个大规模的评估， 语音技能测试 （幼儿园至3年级）。 在实验2中，我们使用 年龄相关性研究（300名幼儿园儿童， 随访3年），以测试因果关系的替代模型 语音能力的发展和 获得阅读和拼写技能。 在实验3中，我们使用 一项大规模的培训研究（120名儿童将接受强化培训， 培训7个月），以提供第二种趋同方法 来理解语音能力的本质， 与获得阅读和拼写技能的因果关系， 在实验4和5中，我们使用实验分析， 选择语音任务的加工要求， 第三种是对这些问题的趋同性研究。

Over a decade of research has shown that three kinds of phonological processing skills--phonological awareness, phonological recoding in lexical access, and phonetic coding in working memory--are related to the normal acquisition of reading skills, and are suspected sources of reading disabilities. We have two objectives in this project. First, we intend to identify the number and kinds of latent abilities that underlie performance on tasks that purport to be measures of phonological awareness, phonological recoding in lexical access, and phonetic recoding in working memory. Second, we intend to identify the nature of causal relations between developing latent phonological abilities and the acquisition of reading and spelling skills. Specifically, we seek to determine (a) which aspects of phonological processing (e.g., awareness, use in lexical access, use in working memory) are causally related to which aspects of reading (e.g., word recognition, word analysis, reading comprehension) and spelling, and (b) the direction and possible origins of these causal relations. Five experiments will be carried out over a five-year period that represent three convergent approaches to reaching our objectives. In Experiment 1, we carry out a large-scale evaluation of a phonological skills battery for our population of interest (kindergarten through grade 3). In Experiment 2, we use a longitudinal-correlational study (300 kindergarten children will be followed for 3 years) to test alternative models of causal relations between the development of phonological abilities and the acquisition of reading and spelling skills. In Experiment 3, we use a large-scale training study (120 children will receive intensive training for 7 months) to provide a second, convergent approach to understanding the nature of phonological abilities and their causal relations with the acquisition of reading and spelling skills, In Experiments 4 and 5, we use experimental analysis of the processing requirements of selected phonological tasks to provide a third, convergent approach to these same questions.