Becoming a skilled reader: Orthographic and semantic processing during reading

成为熟练的阅读者：阅读过程中的拼写和语义处理

• 批准号: 293300-2013
• 负责人: Deacon, Hélène
• 金额: $ 3.42万
• 依托单位: Dalhousie University
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2013
• 资助国家: 加拿大
• 起止时间: 2013-01-01 至 2014-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=525864
• 关键词: Becoming; skilled; reader; Orthographic; semantic

Skilled reading involves the automatic activation of detailed representations of a word's sounds, letters and meaning (Adams, 1990; Ehri, 1992). There is abundant evidence that children's ability to analyse the sound structure of words and to apply this to reading has a causal role in reading acquisition (i.e., phonological awareness and decoding; e.g., National Reading Panel, 2000). Yet these skills do not account for all variance in reading development (e.g., Juel et al., 1986; Tunmer & Nesdale, 1985). To explain children's transition to skilled reading, we need to capture skill in two other dimensions, orthographic and semantic. We also need to evaluate children's ability to acquire representations, or their fluid processing skill.

熟练的阅读包括自动激活单词的发音、字母和含义的详细表征（Adams, 1990; Ehri, 1992）。大量证据表明，儿童分析单词的声音结构并将其应用于阅读的能力在阅读习得（即语音意识和解码；例如，National reading Panel, 2000）中起着因果作用。然而，这些技能并不能解释阅读发展的所有差异（例如，Juel et al., 1986; Tunmer & Nesdale, 1985）。为了解释儿童向熟练阅读的过渡，我们需要从正字法和语义两个方面来捕捉技能。我们还需要评估儿童获得表征的能力，或者他们的流体处理技能。