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: 2017
• 资助国家: 加拿大
• 起止时间: 2017-01-01 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=631337
• 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. Our comprehensive program of research tests the hypothesis that fluid orthographic and semantic processing during reading determines growth in children's word reading and reading comprehension, respectively. We do so with an innovative combination of experimental and longitudinal research with sophisticated data analytic techniques. Our research program offers high-quality training in transferable skills to a new generation of developmental researchers, who are prepared with skills for both scientific and practical careers. Our program of research will fill a core gap in our knowledge of children's reading acquisition: how do children move from letter-sound decoding to detailed, automatic activation of the sounds, letters and meanings of words? The majority of models of reading development focus on the early stages of learning to read, and so it would be a substantial contribution to specify the mechanisms by which children become skilled readers. Doing so will set the stage for a new theory of reading development in which we expect that children's skill in acquiring orthographic and semantic knowledge during their reading will drive their acquisition of word reading and reading comprehension, respectively.

熟练的阅读涉及自动激活单词的发音、字母和含义的详细表示（Adams，1990；Ehri，1992）。有大量证据表明，儿童分析单词声音结构并将其应用于阅读的能力在阅读习得中具有因果作用（即语音意识和解码；例如，国家阅读小组，2000）。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，我们需要捕捉其他两个维度的技能：拼写和语义。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能力。我们的综合研究计划测试了这样一个假设：阅读过程中流畅的拼写和语义处理分别决定了儿童文字阅读和阅读理解能力的增长。我们通过实验和纵向研究与复杂的数据分析技术的创新结合来实现这一目标。我们的研究项目为新一代发展研究人员提供可转移技能的高质量培训，让他们具备科学和实践职业技能。我们的研究计划将填补我们在儿童阅读习得方面的知识的核心空白：儿童如何从字母声音解码转向详细的、自动激活单词的声音、字母和含义？大多数阅读发展模型都关注学习阅读的早期阶段，因此明确儿童成为熟练阅读者的机制将是一个重大贡献。这样做将为新的阅读发展理论奠定基础，在该理论中，我们期望儿童在阅读过程中获得拼写和语义知识的技能将分别推动他们获得单词阅读和阅读理解。