Verhoeven Ludo, van Leeuwe Jan, Irausquin Rosemarie, Segers Eliane
Faculty of Social Sciences, Behavioural Science Institute, Radboud University Nijmegen, P.O. Box 9044, 6500 KD Nijmegen, The Netherlands.
Read Writ. 2016;29:591-608. doi: 10.1007/s11145-015-9614-8. Epub 2016 Jan 27.
The goal of this longitudinal study was to examine how lexical quality predicts the emergence of literacy abilities in 169 Dutch kindergarten children before formal reading instruction has started. At the beginning of the school year, a battery of precursor measures associated with lexical quality was related to the emergence of letter knowledge and word decoding. Confirmatory factor analysis evidenced five domains related to lexical quality, i.e., vocabulary, phonological coding, phonological awareness, lexical retrieval and phonological working memory. Structural equation modeling showed that the development of letter knowledge during the year could be predicted from children's phonological awareness and lexical retrieval, and the emergence of word decoding from their phonological awareness and letter knowledge. It is concluded that it is primarily the accessibility of phonological representations in the mental lexicon that predicts the emergence of literacy in kindergarten.
这项纵向研究的目的是考察在正式阅读教学开始之前，词汇质量如何预测169名荷兰幼儿园儿童读写能力的出现。在学年开始时，一系列与词汇质量相关的前期测量指标与字母知识和单词解码的出现情况相关。验证性因素分析证实了与词汇质量相关的五个领域，即词汇、语音编码、语音意识、词汇检索和语音工作记忆。结构方程模型表明，一年中字母知识的发展可以从儿童的语音意识和词汇检索中预测出来，而单词解码的出现则可以从他们的语音意识和字母知识中预测出来。研究得出结论，主要是心理词典中语音表征的可及性预测了幼儿园儿童读写能力的出现。
