Logometrica AS, Bryne, Norway.
Scand J Psychol. 2011 Feb;52(1):93-103. doi: 10.1111/j.1467-9450.2010.00856.x. Epub 2010 Nov 16.
Word decoding ability is a critical factor in reading performance. In the present study, we examined the relationship between word decoding ability and three different phonological skills; phonemic awareness, verbal short-term memory (V-STM), and rapid automatic naming (RAN) in 1007 Scandinavian third- and fifth-graders. In the first part of the study, we sought to investigate the influence of the three phonological skills on word decoding ability. Using multiple regression analysis, our result clearly demonstrated that phonemic awareness was the most powerful phonological skill explaining variance in word decoding ability among average decoders. Among children with poor decoding skills, however, RAN was the most important factor in Grade 3, whereas V-STM was the main contributor to decoding ability among children in Grade 5. In the second part of the research, we examined the relationship between poor phonological skills and word decoding ability. Interestingly, our result revealed that approximately one half of the children with phonological difficulties, still performed within the average range with regard to word decoding ability. However, our analyses confirmed earlier research concerning the severe word decoding difficulties children with both poor phonemic awareness and restricted V-STM, experience.
单词解码能力是阅读表现的关键因素。在本研究中，我们调查了 1007 名斯堪的纳维亚三年级和五年级学生的单词解码能力与三种不同的语音技能（音素意识、言语短期记忆 (VSTM) 和快速自动命名 (RAN)）之间的关系。在研究的第一部分，我们试图探讨这三种语音技能对单词解码能力的影响。使用多元回归分析，我们的结果清楚地表明，在平均解码者中，音素意识是解释单词解码能力差异的最有力的语音技能。然而，在解码能力较差的儿童中，在 3 年级时 RAN 是最重要的因素，而在 5 年级时 VSTM 是解码能力的主要贡献者。在研究的第二部分，我们研究了语音技能差与单词解码能力之间的关系。有趣的是，我们的结果表明，大约一半有语音困难的儿童在单词解码能力方面仍处于平均水平。然而，我们的分析证实了先前的研究，即对于那些音素意识差和 VSTM 受限的儿童，他们会经历严重的单词解码困难。
