Department of Cognitive Science, ARC Centre of Excellence in Cognition and its Disorders (CCD), Macquarie University, North Ryde, NSW 2109, Australia.
J Exp Child Psychol. 2013 May;115(1):91-107. doi: 10.1016/j.jecp.2012.08.011. Epub 2013 Jan 30.
There has been much recent interest in letter position coding in adults, but little is known about the development of this process in children learning to read. Here, the letter position coding abilities of 127 children in Grades 2, 3, and 4 (aged 7-10 years) were examined by comparing their performance in reading aloud "migratable" words (e.g., bread, three, diary) with that in reading aloud words without potential for migration (e.g., heard, boot, bitter). Across all three grade levels, children made many more errors on migratable words than on non-migratable words, and the proportion of migration errors did not decrease with increasing grade level. Within each grade, a tendency to make a high proportion of migration errors was not associated with deficits in other reading subprocesses or with general lexical guessing; indeed, it was associated with strong lexical reading skills. We conclude that letter position coding is generally fragile in developing readers and that this interacts with lexical knowledge to produce migration errors in reading.
最近人们对成年人的字母位置编码很感兴趣，但对于正在学习阅读的儿童这一过程的发展却知之甚少。在这里，通过比较 127 名 2 年级、3 年级和 4 年级儿童（年龄 7-10 岁）朗读“可迁移”单词（例如 bread、three、diary）和朗读不可迁移单词（例如 heard、boot、bitter）的表现，考察了他们的字母位置编码能力。在所有三个年级中，儿童在可迁移单词上的错误都比在不可迁移单词上多，而且迁移错误的比例并没有随着年级的升高而降低。在每个年级中，倾向于犯高比例迁移错误的儿童与其他阅读子过程或一般词汇猜测没有缺陷有关；事实上，它与强大的词汇阅读技能有关。我们的结论是，字母位置编码在发展中的读者中通常很脆弱，并且这种情况与词汇知识相互作用，导致阅读中的迁移错误。
