流畅阅读发展的长期认知动态。
Long-term cognitive dynamics of fluent reading development.
机构信息
Department of Cognitive Neuroscience, Maastricht University, and Maastricht Brain Imaging Centre, 6200 MD Maastricht, The Netherlands.
出版信息
J Exp Child Psychol. 2010 Mar;105(3):213-31. doi: 10.1016/j.jecp.2009.11.005. Epub 2009 Dec 29.
Most theories of reading development assume a shift from slow sequential subword decoding to automatic processing of orthographic word forms. We hypothesized that this shift should be reflected in a concomitant shift in reading-related cognitive functions. The current study investigated the cognitive dynamics underlying reading development in a large school sample ranging from beginning to experienced readers. The results showed that phonological awareness (PA) and rapid automatized naming (RAN) contributed substantially to reading fluency over all six primary school grades. However, the relationship between PA and word (but not pseudoword) reading fluency decreased as a function of reading experience, whereas the relationship between RAN and word reading fluency increased gradually. Moreover, this cognitive shift was most pronounced for high-frequency words. The results seem to point to the development of one (and only one) reading network for all types of words in which processing load or type of processing depends on word familiarity and amount of reading experience.
大多数阅读发展理论假设从缓慢的顺序子词解码转变为对拼写字形的自动处理。我们假设这种转变应该反映在阅读相关认知功能的相应转变中。本研究在一个从初学者到经验丰富的读者的大学校样本中调查了阅读发展的认知动态。结果表明，在所有六个小学年级中，语音意识（PA）和快速自动命名（RAN）对阅读流畅度有很大贡献。然而，PA 与单词（而不是假词）阅读流畅度之间的关系随着阅读经验的增加而减少，而 RAN 与单词阅读流畅度之间的关系逐渐增加。此外，这种认知转变在高频词中最为明显。结果似乎表明，在所有类型的单词中，都会发展出一种（且仅有一种）阅读网络，其中处理负载或处理类型取决于单词的熟悉程度和阅读经验的多少。
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