Developmental predictors of individual differences in reading rate

项目总结/摘要 据估计，大约10%的人患有阅读障碍，一种神经生物学障碍 以难以准确和/或流畅地阅读和拼写单词为特征（国际 阅读障碍协会，2002年）。当前阅读干预的最佳实践能够帮助改善 阅读的准确性，但迄今为止还没有有效的干预措施，以提高阅读流畅性， 准确性的改进（Wolf和Katen-Cohen，2001年）。正因为如此，许多人 诵读困难者在他们的一生中都在为流利而挣扎。发展的主要障碍之一 有效的流利性干预是一个根本缺乏我们的理解是什么有助于 流畅性发展。拟议的项目旨在调查是什么有助于个人 从发展（纵向）的角度来看阅读率的差异。的首要目标 研究一是检验词和非词阅读发展不对称的假设 准确性有助于单词阅读速度的个体差异。具体来说，假设 那些从一年级到四年级在文字阅读方面比非文字阅读方面增长更多的人， 在控制准确性后，在四年级的定时单词阅读中阅读速度较慢。的这种模式 不对称的发展表明，儿童可能会增加整个词的表征（如 视觉词），而不认识单词中伴随的较小单位。该替代 发育轨迹可能导致较慢的阅读速率。第二项研究旨在 通过调查非词特征和人的特征来研究这种机制， 有助于正确阅读非单词的概率。具体而言，假设较慢 读者将更严重地依赖于非词来看起来与他们所知道的词相似。理解 在控制准确性后，导致阅读速率个体差异的因素将提供 更好地理解这些个体差异，并为未来的研究提供基础。 对流畅性问题的预防和干预研究。

Project Summary/Abstract It is estimated that approximately 10% of individuals suffer from dyslexia, a neurobiological disorder characterized by difficulty with accurate and/or fluent word reading and spelling (International Dyslexia Association, 2002). Current best practices for reading intervention are able to help improve accuracy in reading, yet to date there is no effective intervention for improving reading fluency beyond improvements in accuracy (Wolf and Katzir-Cohen, 2001). Because of this, many individuals with dyslexia struggle with fluency throughout their lifetime. One of the main barriers to developing effective fluency interventions is a fundamental lacking in our understanding of what contributes to fluency development. The proposed project aims to investigate what contributes to individual differences in reading rate from a developmental (longitudinal) perspective. The primary goal of the first study is to test the hypothesis that asymmetric development in word and non-word reading accuracy contributes to individual differences in word reading speeds. Specifically, it is hypothesized that those who grow more in word reading compared to non-word reading from 1st to 4th grade will read slower on timed word reading in 4th grade after controlling for accuracy. This pattern of asymmetric development would suggest that children may be adding whole word representations (like sight words) without recognizing the accompanying smaller units in a word. This alternative developmental trajectory may contribute to slower reading rates. The second study aims to investigate this mechanism by investigating the non-word features and person characteristics that contribute to the probability of reading a non-word correct. Specifically, it is hypothesized that slower readers will rely more heavily on non-words to look similar to words that they know. Understanding what contributes to individual differences in reading rate after controlling for accuracy will provide a better foundational understanding of these individual differences as well as provide a basis for future research for the prevention and intervention in issues in fluency.