Department of Experimental Psychology, University of Oxford, UK.
Dev Sci. 2011 Jul;14(4):649-59. doi: 10.1111/j.1467-7687.2010.01008.x. Epub 2010 Nov 11.
Individual differences in nonword repetition are associated with language and literacy development, but few studies have considered the extent to which learning to read influences phonological skills as indexed by nonword repetition performance. We explored this question using a latent variable longitudinal design. Reading, oral language and nonword repetition were assessed in 215 children at age 6 years and one year later at age 7. Reading at 6 years predicted growth in nonword repetition between 6 and 7 years, independent of the effects of oral language skills and the autoregressive effect of nonword repetition at 6 years, but nonword repetition was not a longitudinal predictor of the growth of reading. These findings demonstrate that learning to read has a powerful effect on children's language processing systems. We consider how learning to read might influence speech processing, and discuss the implications of our findings for theoretical accounts of reading disorder.
个体在非词重复任务上的差异与语言和读写能力的发展有关，但很少有研究考虑到学习阅读在多大程度上影响了非词重复表现所反映的语音技能。我们使用潜在变量纵向设计来探讨这个问题。在 6 岁和 7 岁时，对 215 名儿童的阅读、口语语言和非词重复能力进行了评估。6 岁时的阅读能力预测了 6 岁至 7 岁期间非词重复能力的增长，这独立于口语语言技能的影响和 6 岁时非词重复的自回归效应，但非词重复能力并不是阅读能力增长的纵向预测指标。这些发现表明，学习阅读对儿童的语言处理系统有强大的影响。我们考虑了学习阅读如何影响言语处理，并讨论了我们的发现对阅读障碍理论解释的意义。
