Ricketts Jessie, Davies Robert, Masterson Jackie, Stuart Morag, Duff Fiona J
Royal Holloway, University of London, Egham Hill, Egham, Surrey TW20 0EX, UK.
Lancaster University, Lancaster LA1 4YW, UK.
J Exp Child Psychol. 2016 Oct;150:330-345. doi: 10.1016/j.jecp.2016.05.013. Epub 2016 Jul 11.
We investigated the relationship between semantic knowledge and word reading. A sample of 27 6-year-old children read words both in isolation and in context. Lexical knowledge was assessed using general and item-specific tasks. General semantic knowledge was measured using standardized tasks in which children defined words and made judgments about the relationships between words. Item-specific knowledge of to-be-read words was assessed using auditory lexical decision (lexical phonology) and definitions (semantic) tasks. Regressions and mixed-effects models indicated a close relationship between semantic knowledge (but not lexical phonology) and both regular and exception word reading. Thus, during the early stages of learning to read, semantic knowledge may support word reading irrespective of regularity. Contextual support particularly benefitted reading of exception words. We found evidence that lexical-semantic knowledge and context make separable contributions to word reading.
我们研究了语义知识与单词阅读之间的关系。对27名6岁儿童进行抽样，让他们在孤立和语境中阅读单词。使用一般性和特定项目任务来评估词汇知识。通过标准化任务测量一般性语义知识，即让儿童定义单词并判断单词之间的关系。使用听觉词汇判断（词汇语音学）和定义（语义）任务来评估待读单词的特定项目知识。回归分析和混合效应模型表明，语义知识（而非词汇语音学）与规则和例外单词阅读之间存在密切关系。因此，在学习阅读的早期阶段，语义知识可能支持单词阅读，而与单词的规律性无关。语境支持尤其有助于例外单词的阅读。我们发现有证据表明词汇语义知识和语境对单词阅读有不同的贡献。
