幼儿园儿童的词汇量和字母书写自动化对单词阅读和拼写的影响。
The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
作者信息
Kim Young-Suk, Al Otaiba Stephanie, Puranik Cynthia, Folsom Jessica Sidler, Gruelich Luana
机构信息
Florida State University & Florida Center for Reading Research.
Southern Methodist University.
出版信息
Read Writ. 2014 Feb 1;27(2):237-253. doi: 10.1007/s11145-013-9440-9.
In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally ( = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.
在本研究中，我们考察了字母知识流畅性（字母名称和发音）与字母书写自动化之间的关系，以及字母书写自动化和语义知识（即词汇）与单词阅读和拼写之间独特的关系，这些关系超出了与编码相关的技能，如语音意识和字母知识。我们使用来自242名说英语的幼儿园儿童的数据，并采用结构方程模型来解决这些问题。结果表明，字母书写自动化与字母知识流畅性适度相关且是一个独立的结构，在考虑了语音意识、字母知识流畅性和词汇后，与拼写有微弱相关（p = .06）。此外，在考虑了语音意识、字母知识流畅性和字母书写自动化后，词汇与单词阅读和拼写呈正相关且具有独特关系。
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