Hearing or Seeing? What factors of reading acquisition lead to more detailed phonological processing? A training study with preschoolers.

阅读的孩子似乎比未读过书的孩子使用更多的语音细节。问题出现了哪些方面的语音处理是完善的读者相比，前读者。当孩子们学习阅读和写作时，他们不仅学习操纵声音，从而训练他们对单词的声音结构的知识。他们还学习音素和字素之间的对应关系。以往关于语音加工与读写能力的研究往往混淆了语音意识和字母知识。拟议的培训研究的核心目的是解开这两个因素导致的细化相比，前读者的语音表征。本研究假设读者的语音表征和字形表征之间存在双向联系。据推测，这些双向链接是基本的更详细的处理语音在读者相比，预读者。将对三组学龄前儿童进行测试。一组将接受语音训练（仅语音训练）。另一组将接受语音培训和字母知识培训（语音和拼写培训）。第三组将接受早期数学技能培训（对照组）。如果单独的语音训练就足以改善语音加工，那么接受语音训练的两个组都应该比对照组使用更多的语音细节。如果需要字素来改善语音处理，语音和正字法训练组应该使用更多的语音细节相比，语音的唯一培训组。语音细节的使用将通过记录在词起始启动的脑电位来测量。在一年级和二年级结束时的两个后续测试中，将测试（i）语音处理是否通过正式的阅读指导不断完善，以及（ii）后期阅读熟练度是否仅通过语音训练介导，或者是否有额外的好处，从早期获得的字形音素链接。一方面，这些发现将有助于我们理解语音处理的结构及其与书面语言处理的联系。另一方面，研究结果将有实际意义的辩论早期阅读和写作技能的德语儿童的有效培训。

Reading children appear to use more phonological detail of the speech stream than pre-readers. The question emerges which aspects of speech processing are refined in readers compared to pre-readers. When children learn to read and write, they not only learn to manipulate sounds and thereby train their knowledge about the sound structure of words. They also learn the correspondence between phonemes and graphemes. Previous studies investigating the relation between phonological processing and literacy acquisition have often confounded phonological awareness and letter knowledge. The core aim of the proposed training study is to unravel which of these two factors leads to the refinement of phonological representations in readers compared to pre-readers. The study is based on the assumption of bidirectional links between speech sound representations and grapheme representations in readers. It is hypothesized that those bidirectional links are fundamental for the more detailed processing of speech in readers compared to pre-readers. Three groups of preschoolers will be tested. One group will receive phonological training (phonological only training). Another group will receive phonological training and letter knowledge training (phonological and orthographic training). A third group will receive a training of early math skills (control group). If phonological training alone is sufficient to refine phonological processing, both groups receiving phonological training should use more phonological detail compared to the control group. If graphemes are needed to refine phonological processing, the phonological and orthographic training group should use more phonological detail compared to the phonological only training group. Use of phonological detail will be measured by means of brain potentials recorded in word onset priming. In two follow-up tests at the end of first and second grade it will be tested whether (i) phonological processing is continuously refined through formal reading instruction, and (ii) whether later reading proficiency is mediated by phonological training alone or whether there is an additional benefit from earlier acquired grapheme-phoneme links. On the one hand, the findings will contribute to our understanding of the architecture of speech processing and its links to written language processing. On the other hand, the findings will have practical implications for the debate on efficient training of early reading and writing skills in German-speaking children.