Bowey Judith A, Muller David
School of Psychology, University of Queensland, Brisbane, Qld 4072, Australia.
J Exp Child Psychol. 2005 Nov;92(3):203-19. doi: 10.1016/j.jecp.2005.06.005. Epub 2005 Aug 10.
This study examined rapid orthographic learning following silent reading in third-grade children as a function of number of target nonword repetitions and test delay. In each of two test sessions at least 6 days apart, children read a series of short stories, with each story containing a different nonword repeated either four or eight times. In the second session, after the stories had been read, children were asked to read short lists of target nonwords or homophonic alternatives. Children read target nonwords faster than homophones, indicating that they had formed functional orthographic representations of the target nonwords through phonologically recoding them during silent story reading. They also preferred target nonwords to homophones in an orthographic choice task in which the alternatives included the target, the homophone, and a visually similar foil, although here orthographic learning was stronger for items encountered eight times within stories and stronger for items tested immediately. These findings provide critical evidence in support of Share's self-teaching through phonological recoding hypothesis.
本研究考察了三年级儿童默读后快速正字法学习情况，该学习情况是目标非词重复次数和测试延迟的函数。在至少相隔6天的两次测试环节中，儿童阅读一系列短篇小说，每个故事包含一个不同的非词，该非词重复四次或八次。在第二个环节中，读完故事后，要求儿童阅读目标非词或同音替代词的简短列表。儿童阅读目标非词的速度比同音词快，这表明他们在默读故事过程中通过对目标非词进行语音编码，形成了目标非词的功能性正字法表征。在一个正字法选择任务中，儿童也更倾向于目标非词而非同音词，该任务的备选项包括目标非词、同音词和一个视觉上相似的干扰项，不过在此处，故事中出现八次的项目的正字法学习更强，且即时测试的项目的正字法学习更强。这些发现为支持Share的通过语音编码进行自我教学的假设提供了关键证据。
