Universidad de Oviedo (Spain).
Span J Psychol. 2014;17:E23. doi: 10.1017/sjp.2014.24.
Reading strategies depend on the consistency of the orthographic system. Recently the use of lexical strategies at early stages of reading acquisition has been shown even in transparent orthographies. The aim of this study was to know how different lexical and sublexical variables affect the reaction times (RTs) and articulation times (ATs) in word reading in Spanish children. A group of 46 children of typical reading level in the second and fourth grades of primary school were asked to read aloud 100 words presented on a computer screen. The stimuli were morphologically simple nouns with different ranges of length, frequency, imageability, orthographic neighbors and age of acquisition (AoA). Reading and articulation time were measured. Differences between means of the second and the fourth grade were seen in RTs (p < .001; Cohens' d = 1.41) and ATs (p < 001;Cohen's d = 1.41) in a t-test. Analyses of mixed-effects revealed that word length, a sublexical variable, and frequency and AoA, lexical variables, affected both grades, mainly on the RTs. The presence of lexical variables reducing RTs and ATs in second grade suggests that lexical reading is present from very early stages in Spanish children.
阅读策略取决于正字法系统的一致性。最近，即使在透明正字法中，也已经表明在阅读习得的早期阶段使用词汇策略。本研究的目的是了解不同的词汇和次词汇变量如何影响西班牙儿童的单词阅读的反应时间（RT）和发音时间（AT）。一组 46 名典型阅读水平的儿童在小学二年级和四年级被要求在电脑屏幕上大声朗读 100 个单词。刺激物是具有不同长度、频率、形象性、正字法邻接和习得年龄（AoA）范围的形态简单名词。测量阅读和发音时间。在 t 检验中，二年级和四年级的 RT（p <.001；Cohen's d = 1.41）和 AT（p < 001；Cohen's d = 1.41）的平均值之间存在差异。混合效应分析表明，词长，一个次词汇变量，以及频率和 AoA，词汇变量，都影响了这两个年级，主要是在 RT 上。在二年级，词汇变量降低 RT 和 AT 的存在表明，在西班牙儿童中，词汇阅读从非常早期阶段就存在。
