Relating Decoding and Fluency Development in RD Children

描述（由申请人提供）： 最近的干预研究，旨在改善严重阅读障碍（RD）儿童的单词水平的识别过程表明，系统的教学音素意识（PA）和解码技能的结果显着和持久的改善非字解码和在较小程度上真实的字识别。然而，一般化的增益PA和解码技能的其他方面的阅读收购，特别是阅读流畅性，提出了一个更严重的问题，那些试图提高整体阅读技能的RD儿童。直到解码技能的收购和有效的视觉单词识别过程和文本阅读流畅性的发展之间的关系是澄清RD儿童，这将是很难制定有效的补救方案，促进流畅的阅读的文本和提高阅读理解。 我们在这项拟议的研究的目的是收集试点数据，旨在探索三种可能的解释之间的脱节解码技能的收购和发展的有效的视觉词识别和流畅的文本阅读在儿童语音为基础的RD。要探讨的第一个解释是，大多数解码程序不成比例地集中在单个字母-音素水平的子词连接上，这减少了一个词的正字法和音位子词单位之间形成冗余连接的可能性。我们假设，解码程序，促进冗余连接在多个子字的水平大大增加了可能性，新的词条将迅速获得自主权的词典，允许快速和自动识别。第二种可能的解释是，其他因素，如快速自动化命名（RAN）的速度控制流畅性发展的RD儿童。第三个探索是语音意识和解码技能是发展高质量词汇表征和流畅文本阅读的必要条件，但不是充分条件。我们打算使用的试点数据通知解码和阅读流畅性收购之间的关系更系统的探索。

DESCRIPTION (provided by applicant): Recent intervention studies designed to improve word-level recognition processes in children with serious reading disabilities (RD) have demonstrated that systematic instruction in phonemic awareness (PA) and decoding skills results in significant and lasting improvements in nonword decoding and to a somewhat lesser extent real word identification. However, generalization of gains in PA and decoding skills to other aspects of reading acquisition, in particular reading fluency, has posed a much more serious problem for those attempting to improve the overall reading skills of children with RD. Until the relationship between decoding skill acquisition and the development of efficient sight word recognition processes and text reading fluency is clarified in RD children, it will be difficult to develop effective remediation programs that promote fluent reading of text and improved reading comprehension. Our intent in this proposed research is to collect pilot data designed to explore three possible explanations to account for the disassociation between decoding skill acquisition and the development of efficient sight word recognition and fluent text reading in children with phonologically-based RD. The first explanation to be explored is that a majority of decoding programs focus disproportionately on subword connections at the individual letter-phoneme level and this reduces the potential for redundant connections to form between orthographic and phonological subword units of a word. We hypothesize that decoding programs that promote redundant connections at multiple subword levels greatly increase the likelihood that new lexical entries will quickly gain autonomy in the lexicon, allowing rapid and automatic recognition. The second possible explanation is that other factors such as rapid automatized naming (RAN) speed control fluency development in children with RD. The third exploration is that phonological awareness and decoding skills are a necessary but not sufficient condition for the development of high quality lexical representations and fluent text reading. We intend to use the pilot data to inform more systematic explorations of the relation between decoding and reading fluency acquisition.