Relating Decoding and Fluency Development in RD Children

描述(由申请人提供)： 最近旨在改善严重阅读障碍(RD)儿童的单词水平识别过程的干预研究表明，系统地教授音素意识(PA)和解码技能可以显著和持久地改善非单词解码，并在一定程度上减少对真实单词的识别。然而，对于那些试图提高RD儿童整体阅读技能的人来说，PA和解码技能的增长概括到阅读习得的其他方面，特别是阅读流利性，提出了一个更严重的问题。在RD儿童获得解码技能与发展有效的视觉单词识别过程和文本阅读流利性之间的关系得到澄清之前，很难开发出有效的补救计划来促进文本流畅阅读和提高阅读理解能力。 在这项拟议的研究中，我们的目的是收集先导数据，旨在探索三种可能的解释，以解释在基于语音的RD儿童中，解码技能的获得与高效视觉单词识别和流畅的文本阅读发展之间的脱节。要探索的第一个解释是，大多数解码程序不成比例地关注单个字母-音素水平上的子词连接，这降低了在单词的拼写和音位子词单位之间形成冗余连接的可能性。我们假设，在多个子词水平上促进冗余连接的解码程序极大地增加了新词汇条目在词典中迅速获得自治的可能性，从而允许快速和自动识别。第二个可能的解释是，其他因素，如快速自动命名(RAN)速度控制着RD儿童的流利性发展。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阅读的必要条件，但不是充分条件。我们打算利用先导数据来更系统地探讨解码与阅读流利性习得之间的关系。

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.