Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 31905, Israel.
Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 31905, Israel.
J Exp Child Psychol. 2014 May;121:12-27. doi: 10.1016/j.jecp.2013.07.011. Epub 2014 Jan 20.
Spelling-sound transparency varies across orthographies. This aspect was found to have implications for the strategy of reading, but whether reading of different orthographies also relies differently on cognitive skills is yet unclear. This question was examined mainly by cross-participant-and-language investigations in which orthographic variation is hard to isolate. This work examined this topic using a within-participant-and-language study design. Hebrew readers in Grades 3 and 4 were longitudinally tested because in these grades they are engaged in reading three forms of script, transcribing the same language and varying in spelling-sound relations, as they gradually progress from reading a transparent orthography to reading an opaque one. Phonological awareness explained a considerable amount of variance in accuracy in reading all forms of script across these two years. The relations of morphological awareness with accuracy in reading the three forms of script were similar; however, the results suggested that these may be associated with the course of transition. Phonological awareness and rapid naming were similarly related to fluency in reading all forms of script when equivalent proficiencies in reading of these scripts were achieved. At this stage, the relations of vocabulary with fluency in reading and comprehension of the transparent and opaque forms of script were also much alike. Phonological memory explained a modest, but significant, amount of variance in comprehension of the unpointed script alone. These results suggest that, apart from phonological memory, the cognitive skills tested in this study serve as a common cognitive infrastructure in reading orthographies varying in spelling-sound transparency.
拼写-发音透明度在不同的正字法中有所不同。这一方面被发现对阅读策略有影响，但不同的正字法阅读是否也依赖于不同的认知技能尚不清楚。这个问题主要通过跨参与者和语言的调查来研究，在这些调查中，很难孤立正字法的变化。这项工作使用参与者和语言的内部研究设计来研究这个主题。希伯来语三年级和四年级的读者被进行了纵向测试，因为在这两个年级，他们在阅读三种形式的文字，转录同一种语言，拼写和发音的关系不同，他们逐渐从阅读透明的正字法过渡到阅读不透明的正字法。在这两年中，语音意识解释了在阅读所有形式的文字时准确性的很大一部分差异。形态意识与阅读三种文字形式的准确性的关系相似；然而，结果表明，这些可能与过渡过程有关。当达到这些文字的同等阅读水平时，语音意识和快速命名与阅读所有形式的文字的流畅性也有相似的关系。在这个阶段，词汇量与阅读和理解透明和不透明形式的文字的流畅性的关系也非常相似。语音记忆单独解释了对无点文字理解的适度但显著的差异。这些结果表明，除了语音记忆之外，本研究中测试的认知技能在阅读拼写和发音透明度不同的正字法时作为一个共同的认知基础结构。
