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

项目总结/摘要 据估计，大约3-10%的儿童经历显著和持续的文字阅读困难 （弗莱彻，2009年）。尽管人们对阅读进行了数十年的研究，但关于阅读的意义， 儿童阅读（WR）发展的基本过程，更具体地说， 导致显著的单词阅读失败的因素的集合（即，阅读障碍）。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 在不透明字母拼写法中，如英语），支持早期WR技能和早期的主要决定因素 失败，也有一个不断发展的认识，更广泛的因素，无论是内部和外部的语音 语言域与WR故障相关。因此，更深入地了解这些更广泛的语音 与单词阅读发展相关的因素/技能对于推进发展性WR理论至关重要， 对早期WR发展的新预测的实际探索，可以帮助改善目前的不准确性 在早期识别和治疗有文字阅读困难/诵读困难风险的个体方面。最近 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在很大程度上 这取决于孩子从解码的单词形式（在PD期间获得）到存储的语音形式的能力。 表征，一个基于语音的过程，我们称之为“语音清理”（PC-U）技能， 用“为可变性设置”的发音错误任务来操作。目前，尚不清楚PC-U技能是否 是熟练的阅读的前兆，或者是接触文本和指导的结果。这项技能还没有 也没有评估其与WR关系的纵向稳定性。的 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， 幼儿园-一年级的纵向设计，在每个年级开始和结束时测量每项技能 (i.e., 4个时间点）。提出了两个具体目标。目标1将探讨参与的潜在机制， 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，检查因果联系是否可能存在于哪一个水平， 一个变量的技能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，这样孩子学习阅读单词的时间与该单词的PC-U性能相关。 目标2将探索PC-U作为早期WR困难风险识别器的实用性。我们将探讨PC- 幼儿园秋季的U表现有助于预测一年级末的单词阅读 在控制了其他已知的幼儿园预测因子来预测单词阅读之后。同样，PC的重要性- 分类树中的U预测一年级结束时使用早期幼儿园的单词阅读困难的风险 将对预测因素进行评估。

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.