Kyte Christiane S, Johnson Carla J
Graduate Department of Speech-Language Pathology, University of Toronto, Toronto, Ont., Canada.
J Exp Child Psychol. 2006 Feb;93(2):166-85. doi: 10.1016/j.jecp.2005.09.003. Epub 2005 Oct 21.
The objective of this research was to explore whether orthographic learning occurs as a result of phonological recoding, as expected from the self-teaching hypothesis. The participants were 32 fourth- and fifth-graders (mean age = 10 years 0 months, SD = 7 months) who performed lexical decisions for monosyllabic real words and pseudowords under two matched experimental conditions: a read aloud condition, wherein items were named prior to lexical decision to promote phonological recoding, and a concurrent articulation condition, presumed to attenuate phonological recoding. Later, orthographic learning of the pseudowords was evaluated using orthographic choice, spelling, and naming tasks. Consistent with the self-teaching hypothesis, targets learned with phonological recoding in the read aloud condition yielded greater orthographic learning than those learned with concurrent articulation. The research confirms the critical nature of phonological recoding in the development of visual word recognition skills and an orthographic lexicon.
本研究的目的是探讨正字法学习是否如自我教学假说所预期的那样，是语音再编码的结果。参与者为32名四、五年级学生（平均年龄 = 10岁0个月，标准差 = 7个月），他们在两种匹配的实验条件下对单音节真词和假词进行词汇判断：一种是大声朗读条件，即在进行词汇判断之前对项目进行命名以促进语音再编码；另一种是同时发音条件，假定该条件会减弱语音再编码。后来，使用正字法选择、拼写和命名任务对假词的正字法学习进行了评估。与自我教学假说一致，在大声朗读条件下通过语音再编码学习的目标比在同时发音条件下学习的目标产生了更大的正字法学习效果。该研究证实了语音再编码在视觉单词识别技能和正字法词汇发展中的关键性质。
