Bowey J A, Cain M T, Ryan S M
Department of Psychology, University of Queensland, Australia.
Child Dev. 1992 Aug;63(4):999-1011.
A 3-group reading-level design was used to investigate phonological analysis, verbal working memory, and pseudoword reading performance in less skilled fourth-grade readers. Children were given phonological oddity tasks assessing their sensitivity to subsyllabic and phonemic units, together with standardized tests of verbal working memory and pseudoword reading. Less skilled fourth-grade readers performed lower than both chronological age and reading-level controls on the phonological oddity and pseudoword reading tests. Less skilled fourth-grade readers performed at the same level as skilled second-grade readers on a test of verbal working memory. Skilled fourth-grade readers scored higher than both other groups on this test. Correlational analyses were consistent with the view that phonological analysis skills contribute more strongly than verbal working memory skills to children's decoding abilities.
采用三组阅读水平设计来研究阅读能力欠佳的四年级读者在语音分析、言语工作记忆和假词阅读表现方面的情况。让孩子们完成语音奇异性任务，以评估他们对亚音节和音素单位的敏感度，同时进行言语工作记忆和假词阅读的标准化测试。在语音奇异性和假词阅读测试中，阅读能力欠佳的四年级读者的表现低于实际年龄对照组和阅读水平对照组。在言语工作记忆测试中，阅读能力欠佳的四年级读者的表现与熟练的二年级读者处于同一水平。在这项测试中，熟练的四年级读者得分高于其他两组。相关分析与以下观点一致，即语音分析技能对儿童解码能力的贡献比言语工作记忆技能更强。
