Noble Kimberly G, Farah Martha J, McCandliss Bruce D
Center for Cognitive Neuroscience, University of Pennsylvania, 3720 Walnut Street, Philadelphia, PA 19104 USA.
Cogn Dev. 2006;21(3):349-368. doi: 10.1016/j.cogdev.2006.01.007.
Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA and reading ability, and test this prediction in 150 first-graders of varying SES and PA. Results confirm a multiplicative relationship between SES and PA in decoding skills, such that decreased access to resources may amplify cognitive risk factors for poor decoding, whereas greater access to resources may buffer reading skills among children with weaker PA. Attempts to identify the cognitive and experiential factors driving development must acknowledge the complex, synergizing relations between these factors.
多种因素导致了阅读能力的个体差异。其中研究最为深入的两个因素是社会经济地位（SES）和语音意识（PA）。尽管这些因素经常被单独研究，但很少被放在一起考虑。在此，我们提出社会经济地位会系统性地影响语音意识与阅读能力之间的关系，并在150名社会经济地位和语音意识各异的一年级学生中对这一预测进行了测试。结果证实了社会经济地位和语音意识在解码技能方面存在乘法关系，即资源获取的减少可能会放大解码能力差的认知风险因素，而更多的资源获取可能会缓冲语音意识较弱儿童的阅读技能。识别驱动发展的认知和经验因素的尝试必须承认这些因素之间复杂的协同关系。
