Plaza Monique, Cohen Henri
Laboratoire Cognition et Développement, CNRS, Paris, France.
Brain Cogn. 2003 Nov;53(2):287-92. doi: 10.1016/s0278-2626(03)00128-3.
The performance of 267 first-grade children was examined on tasks assessing phonological processing, syntactic awareness, and naming speed. The children were also given several measures of word and pseudoword reading, reading comprehension, and pseudoword and dictation spelling. A series of hierarchical analyses indicated that three variables (phonological awareness, syntactic awareness, and naming speed) were still predictors of reading and spelling performance after variance in the others had been controlled for. The results, which confirm that syntactic awareness can account for variance in written language after phonological ability had been controlled for, support the hypothesis concerning the relationships between naming-speed processes and written language, and challenge the unitary phonological theory of reading difficulty.
研究人员对267名一年级儿童在评估语音处理、句法意识和命名速度的任务中的表现进行了考察。这些儿童还接受了多项有关单词和假词阅读、阅读理解以及假词和听写拼写的测试。一系列层次分析表明，在控制了其他变量的方差后，三个变量（语音意识、句法意识和命名速度）仍是阅读和拼写表现的预测指标。这些结果证实了在控制了语音能力后，句法意识能够解释书面语言中的方差，支持了有关命名速度过程与书面语言之间关系的假设，并对阅读困难的单一语音理论提出了挑战。
