READING-RELATED PHONOLOGICAL PROCESSES

十多年的研究表明，有三种 语音加工技能--语音意识， 词汇通达中的语音重新编码和语音编码中的 工作记忆--与正常的阅读习得有关 技能，并被怀疑是阅读障碍的来源。我们有 这个项目有两个目标。首先，我们打算确定 作为绩效基础的潜在能力的数量和种类 那些声称是语音意识测量的任务， 词汇通达中的语音再编码和词汇中的语音再编码 工作记忆。第二，我们打算确定 发展潜在语音能力之间的因果关系 以及阅读和拼写技能的获得。具体来说，我们 寻求确定(A)语音加工的哪些方面 (例如，意识、词汇使用、工作记忆使用)是 与阅读的哪些方面有因果关系(例如，单词 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来源。 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 为我们感兴趣的人群提供语音技能单元 (从幼儿园到三年级)。在实验2中，我们使用一个 纵向-相关性研究(300名幼儿园儿童将被 跟踪3年)以测试因果关系的替代模型 语音能力的发展与语言能力发展之间的关系 获得阅读和拼写技能。在实验3中，我们使用 大规模培训研究(120名儿童将接受强化培训 培训7个月)，以提供第二种融合方法 理解语音能力的本质及其影响因素 阅读和拼写技能的获得之间的因果关系， 在实验4和实验5中，我们使用实验分析 对所选语音任务的加工要求提供 第三，对同样的问题采取趋同的方法。

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.