Katzir Tami, Kim Youngsuk, Wolf Maryanne, O'Brien Beth, Kennedy Becky, Lovett Maureen, Morris Robin
Harvard Graduate School of Education, 14 Appian Way, Larsen 603, 02138, Cambridge, MA 02138, USA.
Ann Dyslexia. 2006 Jun;56(1):51-82. doi: 10.1007/s11881-006-0003-5.
This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming, and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition, and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension) whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support the multidimensional nature of fluency in which the whole is more than its parts.
本研究考察了语音意识、正字法模式识别和快速字母命名对123名二、三年级诵读困难儿童流畅单词阅读和连贯文本阅读的相对贡献。参与者接受了各种流畅性测量和阅读子技能的评估。进行了相关性分析和分层多元回归分析以探究这些关系。结果表明，语音意识、快速字母命名和正字法模式识别有助于单词阅读技能。此外，快速命名、正字法模式识别和单词阅读流畅性适度预测了连贯文本阅读的不同维度（即速度、准确性和理解），而语音意识仅对连贯文本阅读的理解维度有贡献。这些发现支持了流畅性的多维度性质，即整体大于部分之和。
