Powell Daisy, Stainthorp Rhona, Stuart Morag, Garwood Holly, Quinlan Philip
School of Psychology and Human Development, Institute of Education, University of London, London WC1H 0AA, UK.
J Exp Child Psychol. 2007 Sep;98(1):46-68. doi: 10.1016/j.jecp.2007.04.003. Epub 2007 Jun 6.
Two studies investigated the degree to which the relationship between rapid automatized naming (RAN) performance and reading development is driven by shared phonological processes. Study 1 assessed RAN, phonological awareness, and reading performance in 1010 7- to 10-year-olds. Results showed that RAN deficits occurred in the absence of phonological awareness deficits. These were accompanied by modest reading delays. In structural equation modeling, solutions where RAN was subsumed within a phonological processing factor did not provide a good fit to the data, suggesting that processes outside phonology may drive RAN performance and its association with reading. Study 2 investigated Kail's proposal that speed of processing underlies this relationship. Children with single RAN deficits showed slower speed of processing than did closely matched controls performing normally on RAN. However, regression analysis revealed that RAN made a unique contribution to reading even after accounting for processing speed. Theoretical implications are discussed.
两项研究调查了快速自动命名（RAN）表现与阅读发展之间的关系在多大程度上是由共享的语音过程驱动的。研究1评估了1010名7至10岁儿童的RAN、语音意识和阅读表现。结果显示，在没有语音意识缺陷的情况下会出现RAN缺陷。这些缺陷伴随着适度的阅读延迟。在结构方程模型中，将RAN纳入语音处理因素的模型并不能很好地拟合数据，这表明语音之外的过程可能驱动RAN表现及其与阅读的关联。研究2调查了凯尔的观点，即处理速度是这种关系的基础。患有单一RAN缺陷的儿童比在RAN测试中表现正常的匹配对照组处理速度更慢。然而，回归分析表明，即使在考虑了处理速度之后，RAN对阅读仍有独特的贡献。文中讨论了其理论意义。
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