Understanding the underlying relation between phonological clean-up ability and early word reading: A developmental exploration

项目摘要/摘要 据估计，大约3%-10%的儿童经历了严重的、持续的单词阅读困难 (弗莱彻，2009)。尽管几十年来致力于阅读的研究，但关于阅读，仍然有许多未知之处 儿童单词阅读(WR)发展的潜在过程，更具体地说， 导致严重单词阅读障碍(即阅读困难)的因素的集合。虽然有广泛的共识 音素意识(PA)和音素解码(PD)技能是重要的潜在因素(特别是 在不透明的字母正字法(如英语)中)，支持早期WR技能和早期 失败的同时，人们也逐渐认识到，音位内外的更广泛的因素 语言领域与WR失败有关。因此，对这些更广泛的音系学有更深的理解 与单词阅读发展相关的因素/技能对于发展WR理论和 寻找有助于改善当前不准确的早期水资源开发的新预测因素 在早期识别和治疗有单词阅读困难/阅读困难风险的个人。近期 对年龄较大的读者(2-5年级)的研究表明，英语单词阅读技能的发展非常重要 取决于儿童从单词的解码形式(在PD期间派生)到存储的音素的能力 表征，一种基于语音的过程，我们称之为“语音清理”(PC-U)技能和 使用“SET FOR VARIZATION”发音错误任务进行操作。目前尚不清楚PC-U技能是否 熟练阅读单词的先驱者或接触课文和教学的结果这项技能还没有 在预读器中进行了评估，也没有评估其与WR关系的纵向稳定性。这个 这项建议的目的是研究PC-U在支持早期WR开发方面的作用，使用 幼儿园的纵向设计-一年级在每个年级开始和结束时测量每项技能 (即4个时间点)。提出了两个具体目标。目标1将探索涉及以下内容的潜在机制 PC-U与WR技能的关系。利用先进的统计技术，我们将探索共同的 PC-U和WR之间的发展模式检验是否存在因果联系 一个变量的技能会影响另一个变量的增长。我们将进一步探讨发展是否与 单词水平，即儿童学习阅读单词的时间与PC-U在该单词上的成绩相关。 目标2将探索PC-U作为早期WR困难的风险识别器的效用。我们将探讨PC- 幼儿秋季表现对一年级末词汇阅读的预测有一定贡献 在控制了其他幼儿园已知的预测单词阅读的预测因素后。同样，PC的重要性-- U在分类树中使用早期幼儿园预测一年级末单词阅读困难的风险 我们将对预测者进行评估。

PROJECT SUMMARY/ABSTRACT It is estimated that approximately 3-10% of children experience significant and persistent word reading difficulties (Fletcher, 2009). Despite decades of research devoted to reading, there are still many unknowns about the underlying processes involved in word reading (WR) development in children, and more specifically the assemblage of factors that lead to significant word reading failure (i.e., dyslexia). While there is broad consensus that phonemic awareness (PA) and phonemic decoding (PD) skills are important underlying factors (particularly in opaque alphabetic orthographies such as English) that support early WR skill and major determinants of early failure, there is also an evolving realization that broader factors both within and outside the phonological language domain are associated with WR failure. Thus, a deeper understanding of these broader phonological factors/skills associated with word reading development is critical for advancing developmental WR theory and the practical search for new predictors of early WR development that can help to improve on current inaccuracies in the early identification and treatment of individuals who are at risk for word reading difficulty/dyslexia. Recent studies in older readers (grades 2-5) suggest that development of word reading skill in English is heavily dependent on a child’s ability to go from a decoded form of a word (derived during PD) to the stored phonological representation, a phonologically based process we refer to as “phonological clean-up” (PC-U) skill and operationalize with the “Set for Variability” mispronunciation task. Currently, it is unknown whether PC-U skill is a precursor to skilled word reading or a consequence of exposure to text and instruction. This skill has not been assessed in pre-readers nor has the longitudinal stability of its relationship with WR been assessed. The purpose of this proposal is to examine the role of PC-U in supporting early WR development using a longitudinal design in kindergarten-1st grade measuring each skill at the beginning and end of each grade (i.e., 4 time points). Two specific aims are proposed. Aim 1 will explore the underlying mechanisms involved in the relation between PC-U and WR skill. Using advanced statistical techniques we will explore the co- developmental pattern between PC-U and WR examining whether causal links may be present in which level of skill in one variable impacts growth in the other. We will further explore whether development is linked at the word level such that the time a child learns to read a word is associated with PC-U performance on that word. Aim 2 will explore the utility of PC-U as an identifier of risk for early WR difficulties. We will explore whether PC- U performance at the fall of kindergarten contributes to the prediction of word reading at the end of 1st grade after controlling for other kindergarten predictors known to predict word reading. Likewise, the importance of PC- U in a classification tree predicting risk of word reading difficulties at the end of first grade using early kindergarten predictors will be evaluated.