Nikolopoulos Dimitris, Goulandris Nata, Hulme Charles, Snowling Margaret J
Department of Psychology, University of Crete, Rethymno 74100, Greece.
J Exp Child Psychol. 2006 May;94(1):1-17. doi: 10.1016/j.jecp.2005.11.006. Epub 2006 Jan 5.
We conducted a longitudinal study examining the role of phonemic awareness, phonological processing, and grammatical skills in the development of reading and spelling abilities in Greek. A battery of cognitive, linguistic, and literacy tasks was administered to 131 primary school children (65 7-year-olds and 66 9-year-olds) and was repeated in the following year (8- and 10-year-olds, respectively). Phoneme awareness, speech rate, and rapid automatized naming (RAN) were concurrent predictors of reading rate at Time 1 (T1), and speech rate was a longitudinal predictor of reading rate at Time 2 (T2) when reading at T1 was controlled. The predictors of spelling differed from those of reading; phoneme awareness and speech rate predicted concurrent attainments at T1, and phoneme awareness was a robust longitudinal predictor. Despite the differences in the degree of transparency between the Greek and English orthographies, phoneme awareness predicts variations in learning to read and spell in both languages.
我们进行了一项纵向研究，考察语音意识、语音加工和语法技能在希腊语阅读和拼写能力发展中的作用。对131名小学生（65名7岁儿童和66名9岁儿童）进行了一系列认知、语言和读写任务测试，并在次年（分别为8岁和10岁）重复测试。音素意识、语速和快速自动命名（RAN）是时间1（T1）阅读速度的同时预测指标，在控制T1阅读水平后，语速是时间2（T2）阅读速度的纵向预测指标。拼写的预测指标与阅读不同；音素意识和语速预测了T1时的同时成就，音素意识是一个强大的纵向预测指标。尽管希腊语和英语正字法的透明度程度存在差异，但音素意识预测了两种语言在阅读和拼写学习中的差异。
