INDIVIDUAL DIFFERENCES IN READING ABILITY AND THE PHONOLOGICAL LEXICON

这个项目的重点是阅读能力和词汇音位之间的关系，以及如何 对于(1)残疾读者和(2)英语方言不同于 标准英语。阅读行为需要将印刷的单词和语素与它们的音素相匹配 内部词典中的对应项。成功解码不熟悉的字母串(通过 拼写-发音对应知识的应用)需要将由 对单词的词汇表示进行解码的过程。为了研究链接过程，我们 比较阅读障碍和非阅读障碍的年轻人在设计的各种衡量标准上 评估：语音感知/产生和语音学习。此外，利用一种理论， 描述手势/发音术语中单词的语音表征，并寻找差异 阅读障碍者与非阅读障碍者对跨情态认知和整合的差异 语音信息。我们的实验设计对每个人的阅读能力进行了评估 对语音表征的通达、感知、产生和习得的测试。与 功能磁共振扫描我们的参与者样本的子集，我们收集了与以下方面相关的广泛信息 语音表征和阅读。这使得可以非常全面地分析 所有因素之间的相互关系。最后，该项目研究了一群非裔美国儿童，其中一些 谁会说非裔美国人的地道英语，以确定是否(以及如何) 他们的词汇表征和标准的英语写作体系影响着阅读的习得。

The focus of this project is the relationship between reading ability and lexical phonology and how that relationship is changed for (1) disabled readers and (2) individuals whose dialect of English differs from standard English. The act of reading requires matching printed words and morphemes to their phonological counterparts in the internal lexicon. The successful decoding of an unfamiliar letter string (through the application of knowledge of spelling-sound correspondences) requires linking the pronunciation generated by the decoding process to the lexical representation of the word. In order to study the linking process, we compare reading disabled and non-impaired young adults on a wide variety of measures designed to assess: speech perception/production and phonological learning. In addition, utilize a theory that characterizes the phonological representation of words in gestural/articulatory terms and look for differences between reading disabled and non-impaired individuals in the perception and integration of cross-modal speech information. Our experimental design assesses each individual on reading ability measures, on all tests of access, perception, production, and acquisition of phonological representations. Combined with functional MRI scans for a subset of our participant sample, we collect a broad array of information related to phonological representations and reading. This permits a very comprehensive analysis of the interrelationships of all factors. Finally, the project studies a group of African-American children, some of whom speak African-American Vernacular English in order to determine if (and how) the mismatch between their lexical representations and the standard English writing system affect the acquisition of reading.