The Quality of Orthographic Representations and Their Importance for Spelling and Reading

正字法表示的质量及其对拼写和阅读的重要性

• 批准号: 435869-2013
• 负责人: Ouellette, Gene
• 金额: $ 1.82万
• 依托单位: Mount Allison University
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Group
• 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=533352
• 关键词: Quality; Orthographic; Representations; Their; Importance

When a word is stored in memory, it can be accessed in terms of how it sounds, how it is written, or the concepts it represents. For example 'apple' is pronounced with three phonemes (e.g., /æ/ /p/ l/), written with a doubled consonant separating two syllables (e.g., apple), and signifies a crunchy, sweet fruit. Word learning, then, is the process of creating and refining these phonological (sounds), orthographic (letters), and semantic (meaning) components of word identity in memory. This concept is not new to the reading field. In fact, it has been discussed by connectionist models and cognitive models for over two decades. According to the lexical quality hypothesis for example, it is the quality of the lexical representations that results in accurate spelling and fluent word reading (Perfetti, 2007). If phonology, orthography, and semantics are all contributors to lexical quality, then a deficiency in any one of these components should dampen word reading. Yet consider that while a detailed orthographic representation is needed to spell many words, reading can proceed with incomplete orthographic representations; We can, after all, read many words that we may not be able to spell. Thus, despite widespread acceptance for the importance of all three components of word identity, the role orthographic quality plays in word reading remains uncertain and there is a scarcity of research that directly evaluates its role. The present proposal does so through a series of studies with typical adult readers, in which their spelling performance is directly compared to reading speed across a variety of complex words. The proposed research directly addresses the question: are words that are spelled correctly accessed and read faster? The current proposal also includes experimental training studies that examine whether training to increase the quality of orthographic and/or semantic representations yields increases in reading speed. In other words, by strengthening the quality of the component representations and the links between them, will we see the increase in reading access speed and proficiency as may be predicted by current theory?

当一个单词存储在内存中时，可以通过它的发音、书写方式或它所代表的概念来访问它。例如，“apple”由三个音素发音（例如，/æ/ /p/ l/），用分隔两个音节的双辅音书写（例如，apple），表示松脆、香甜的水果。那么，单词学习就是在记忆中创建和完善单词身份的语音（声音）、拼写（字母）和语义（含义）组成部分的过程。这个概念对于阅读领域来说并不新鲜。事实上，联结主义模型和认知模型已经对其进行了二十多年的讨论。 例如，根据词汇质量假说，词汇表示的质量决定了拼写的准确性和单词阅读的流畅性（Perfetti，2007）。如果音韵学、拼写法和语义学都是词汇质量的贡献者，那么这些组成部分中任何一个的缺陷都会影响单词的阅读。然而，请考虑一下，虽然需要详细的拼字表示来拼写许多单词，但阅读可以通过不完整的拼字表示进行；毕竟，我们可以读懂许多我们可能无法拼写的单词。因此，尽管人们广泛接受单词同一性所有三个组成部分的重要性，但拼写质量在单词阅读中所起的作用仍然不确定，并且缺乏直接评估其作用的研究。本提案通过对典型成人读者的一系列研究来实现这一目标，其中将他们的拼写表现与各种复杂单词的阅读速度直接进行比较。拟议的研究直接解决了这个问题：拼写正确的单词是否可以更快地访问和阅读？当前的提案还包括实验训练研究，旨在检验提高拼写和/或语义表示质量的训练是否会提高阅读速度。换句话说，通过加强组件表示的质量以及它们之间的链接，我们是否会看到阅读访问速度和熟练程度的提高，正如当前理论所预测的那样？