Elhassan Zena, Crewther Sheila G, Bavin Edith L
Department of Psychology and Counselling, La Trobe University, BundooraVIC, Australia.
Front Psychol. 2017 Apr 11;8:533. doi: 10.3389/fpsyg.2017.00533. eCollection 2017.
Research examining phonological awareness (PA) contributions to reading in established readers of different skill levels is limited. The current study examined the contribution of PA to phonological decoding, visual word recognition, reading rate, and reading comprehension in 124 fourth to sixth grade children (aged 9-12 years). On the basis of scores on the FastaReada measure of reading fluency participants were allocated to one of three reading ability categories: dysfluent ( = 47), moderate ( = 38) and fluent ( = 39). For the dysfluent group, PA contributed significantly to all reading measures except rate, but in the moderate group only to phonological decoding. PA did not influence performances on any of the reading measures examined for the fluent reader group. The results support the notion that fluency is characterized by a shift from conscious decoding to rapid and accurate visual recognition of words. Although PA may be influential in reading development, the results of the current study show that it is not sufficient for fluent reading.
探究语音意识（PA）对不同阅读技能水平的成熟读者阅读能力影响的研究有限。本研究调查了124名四至六年级儿童（9 - 12岁）中PA对语音解码、视觉单词识别、阅读速度和阅读理解的影响。根据快速阅读流畅性测试（FastaReada）的得分，参与者被分为三个阅读能力类别之一：阅读不流畅组（n = 47）、中等组（n = 38）和流畅组（n = 39）。对于阅读不流畅组，PA对除阅读速度外的所有阅读指标都有显著贡献，但在中等组中仅对语音解码有影响。PA对流畅阅读组所考察的任何阅读指标的表现均无影响。研究结果支持这样一种观点，即流畅阅读的特点是从有意识的解码转变为对单词的快速准确的视觉识别。虽然PA可能对阅读发展有影响，但本研究结果表明，它对于流畅阅读并不充分。
