University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
Ann Dyslexia. 1988 Jan;38(1):95-119. doi: 10.1007/BF02648250.
The present study is predicated on the logic of interrelated functional information processing components as an approach to understanding reading and its difficulties in preadolescent readers. The structural equation modelling (and its variants) involved these three latent components: (a) orthographic/phonological component, (b) morphological component, and (c) sentence and paragraph comprehension component. These components were subserved by a total of ten measurable tasks, all administered on-line via the microcomputer under laboratory conditions with reaction time measures as indices of mental representation of word knowledge and sentence/paragraph comprehension. The latent dependent component of reading performance was subserved by standardized vocabulary and reading comprehension tests. The total sample consisted of 298 children in grades, 4, 5, and 6. Maximum likelihood analyses using LISREL show that the data in general do not disconfirm the proposed model for grade 4 readers. The three-component model, with some variables set free, provides a reasonable fit for the grade 5 data but less claim could be made about the goodness of fit for grade 6. The results show the mutually reinforcing and mutually facilitating effects of multilevels and multicomponents of reading. Word structure and word knowledge are particularly predictive of reading. The present Phase 1 work would be validated in a follow-up of another cohort of readers and would also lead to the systematic training of some of the components with poor readers.
本研究基于相互关联的功能信息处理组件的逻辑，作为理解阅读及其在青春期前读者中困难的一种方法。结构方程模型（及其变体）涉及三个潜在组件：（a）正字法/语音组件，（b）形态组件，以及（c）句子和段落理解组件。这些组件由总共十个可衡量的任务组成，所有任务都通过微机在实验室条件下在线进行，以反应时间作为词汇知识和句子/段落理解的心理表现的指标。阅读表现的潜在依赖组件由标准化词汇和阅读理解测试提供。总样本由 298 名 4、5 和 6 年级的儿童组成。使用 LISREL 的最大似然分析表明，数据通常不否定 4 年级读者的拟议模型。具有一些变量自由的三组件模型为 5 年级数据提供了合理的拟合，但对 6 年级的拟合优度的要求较低。结果表明阅读的多层次和多组件具有相互增强和相互促进的效果。单词结构和单词知识对阅读特别有预测性。本阶段 1 的工作将在对另一批读者的后续研究中得到验证，并且还将导致对某些组件进行有针对性的训练，以帮助阅读困难的读者。
