Department of Psychology, University of Alabama, Tuscaloosa, AL 35487, USA.
J Exp Child Psychol. 2011 Feb;108(2):402-10. doi: 10.1016/j.jecp.2010.09.009. Epub 2010 Nov 11.
The self-teaching hypothesis suggests that children learn orthographic structure of words through the experience of phonologically recoding them. The current study is an individual differences analysis of the self-teaching hypothesis. A total of 40 children in Grades 2 and 3 (7-9 years of age) completed tests of phonological recoding, word identification, and orthographic knowledge. The relation of phonological recoding and word identification was significantly mediated by orthographic knowledge. Furthermore, two aspects of orthographic knowledge (perhaps word-specific and general orthographic knowledge) mediated different variance shared between phonological recoding and word identification. Results support an individual differences version of the self-teaching hypothesis and emphasize the importance of phonological recoding in the primary curriculum.
自教假说认为，儿童通过对单词进行语音编码的经验来学习单词的正字法结构。本研究是对自教假说的个体差异分析。共有 40 名 2 年级和 3 年级的儿童（7-9 岁）完成了语音编码、单词识别和正字法知识测试。语音编码和单词识别之间的关系显著受到正字法知识的中介。此外，正字法知识的两个方面（可能是特定于单词的和一般的正字法知识）中介了语音编码和单词识别之间共享的不同方差。研究结果支持自教假说的个体差异版本，并强调了语音编码在小学课程中的重要性。
