Holopainen L, Ahonen T, Lyytinen H
Department of Special Education, University of Jyväskylä, Niilo Mäki Institute, Finland.
J Learn Disabil. 2001 Sep-Oct;34(5):401-13. doi: 10.1177/002221940103400502.
A random sample of 91 preschool children was assessed prior to receiving formal reading instruction. Verbal and nonverbal measures were used as predictors for the time of instruction required to accurately decode pseudowords in the highly orthographically regular Finnish language. After 2 years, participants were divided into four groups depending on the duration of instruction they had required to reach 90 % accuracy in their reading of pseudowords. Participants were classified as precocious decoders (PD), who could read at school entry; early decoders (ED), who learned to read within the first 4 months of Grade 1; ordinary decoders (OD), who learned to read within 9 months; and late decoders (LD), who failed to reach the criterion after 18 months of reading instruction at Grade 2. Phonological awareness played a significant role only in differentiating PD from ED and OD. However, phonological awareness failed to predict the delayed learning process of LD. LD differed from all other groups in visual analogical reasoning in an analysis not containing phonological awareness measures. Letter knowledge and visual analogical reasoning explained above 90% of the PD-LD difference. Preschool composite (objects, colors, and digits) naming speed measures best predicted reading fluency at the end of Grade 2. The supportive role of orthographic knowledge in phonological awareness, the role of visual analogical reasoning, and the inability of phonological measures to discriminate late decoders are discussed.
在91名学龄前儿童接受正式阅读教学之前，对他们进行了评估。言语和非言语测量被用作预测指标，以确定在正字法高度规则的芬兰语中准确解码假词所需的教学时间。两年后，根据参与者在阅读假词达到90%准确率所需的教学时长，将他们分为四组。参与者被分为早熟解码者（PD），即入学时就能阅读的儿童；早期解码者（ED），即一年级前4个月内学会阅读的儿童；普通解码者（OD），即9个月内学会阅读的儿童；以及晚期解码者（LD），即二年级接受18个月阅读教学后仍未达到标准的儿童。语音意识仅在区分PD与ED和OD方面发挥了重要作用。然而，语音意识未能预测LD的延迟学习过程。在一项不包含语音意识测量的分析中，LD在视觉类比推理方面与所有其他组不同。字母知识和视觉类比推理解释了PD与LD差异的90%以上。学前综合（物体、颜色和数字）命名速度测量最能预测二年级末的阅读流畅性。本文讨论了正字法知识在语音意识中的支持作用、视觉类比推理的作用以及语音测量无法区分晚期解码者的情况。
