Neuropsychology Unit, IRCSS Fondazione Santa Lucia, Scientific Institute for Research, Hospitalization and Health Care, Via Ardeatina, 306-00179 Rome, Italy.
Med Sci Monit. 2010 Mar;16(3):SC1-7.
The aim of this study was to examine longitudinally the acquisition of reading fluency in a shallow orthography from the very beginning using eye movement recordings. The development of reading fluency is easier to examine in shallow (such as German, Finnish, or Italian) rather than in opaque (such as English or French) orthographies because the former limit the presence of speed-accuracy trade-offs at early stages of acquisition. To date, only cross-sectional eye movement studies of reading development are available.
MATERIAL/METHODS: One normally developing child was assessed at the very beginning of first grade and at the end of the first, second, and fifth grades. Eye movement parameters during reading, reading speed and accuracy in a standard reading test, and vocal reaction time at onset to single words varying in length were measured.
Reading fluency improved dramatically during the first grade and progressively less thereafter: the word-length effect decreased abruptly by the end of the first grade and then less onwards. The rate of improvement closely followed a power function. This pattern held for standard reading tests, various eye movement parameters during reading, and vocal reaction times to single word onset.
These longitudinal observations indicate the rapid acquisition of reading fluency in a transparent orthography showing that the largest changes occurred within the first year of education.
本研究旨在通过眼动记录，从一开始就纵向研究在浅拼写中流畅阅读的习得情况。在浅拼写（如德语、芬兰语或意大利语）中，流畅阅读的发展比在不透明拼写（如英语或法语）中更容易研究，因为前者在习得的早期阶段限制了速度-准确性权衡的出现。迄今为止，只有关于阅读发展的横断面眼动研究。
材料/方法：一名正常发育的儿童在一年级开始时、一年级结束时、二年级结束时和五年级结束时接受评估。在阅读时测量眼动参数、在标准阅读测试中的阅读速度和准确性，以及在单个单词开始时的声音反应时间。
阅读流畅性在一年级期间显著提高，此后逐渐提高：单词长度效应在一年级结束时突然下降，然后逐渐下降。改进的速度非常接近幂函数。这种模式适用于标准阅读测试、阅读时的各种眼动参数以及单个单词起始时的声音反应时间。
这些纵向观察表明，在透明拼写上快速获得阅读流畅性，表明最大的变化发生在教育的第一年。
