Plaza Monique, Cohen Henri
Laboratoire Cognition et Comportement FRE 2987, Université Paris V, France.
Dyslexia. 2007 Feb;13(1):67-76. doi: 10.1002/dys.330.
We examined the development of phonological processing, naming speed, and visual attention in kindergarten and addressed the question of their contribution to reading and spelling in grade 1. Seventy five French-speaking children were administered seven tasks at the two phases of the study, and reading and spelling were assessed in grade 1. The major findings revealed that syllable awareness and visual attention were the most important predictors of early reading and spelling, and confirm the influence of naming speed and phoneme awareness on specific skills. These observations strongly suggest that written language acquisition relies on linguistic, perceptual and cognitive cross-modal skills and highlight the need for diversifying written language measures and analyzing their specific predictors.
我们研究了幼儿园儿童语音加工、命名速度和视觉注意力的发展情况，并探讨了它们对一年级阅读和拼写能力的贡献问题。在研究的两个阶段，对75名说法语的儿童进行了七项任务测试，并在一年级时评估了他们的阅读和拼写能力。主要研究结果表明，音节意识和视觉注意力是早期阅读和拼写能力的最重要预测因素，并证实了命名速度和音素意识对特定技能的影响。这些观察结果有力地表明，书面语言习得依赖于语言、感知和认知的跨模态技能，并强调了多样化书面语言测量方法以及分析其特定预测因素的必要性。
