Marinelli Chiara Valeria, Cellini Pamela, Zoccolotti Pierluigi, Angelelli Paola
a Department of History, Society and Human Studies, Laboratory of Applied Psychology and Intervention , University of Salento , Lecce , Italy.
b Institute for Research and Health Care (IRCCS) Santa Lucia , Rome , Italy.
Cogn Neuropsychol. 2017 May-Jun;34(3-4):163-186. doi: 10.1080/02643294.2017.1386168. Epub 2017 Oct 23.
This study examined the ability to master lexical processing and use knowledge of the relative frequency of sound-spelling mappings in both reading and spelling. Twenty-four dyslexic and dysgraphic children and 86 typically developing readers were followed longitudinally in 3rd and 5th grades. Effects of word regularity, word frequency, and probability of sound-spelling mappings were examined in two experimental tasks: (a) spelling to dictation; and (b) orthographic judgment. Dyslexic children showed larger regularity and frequency effects than controls in both tasks. Sensitivity to distributional information of sound-spelling mappings was already detected by third grade, indicating early acquisition even in children with dyslexia. Although with notable differences, knowledge of the relative frequencies of sound-spelling mapping influenced both reading and spelling. Results are discussed in terms of their theoretical and empirical implications.
本研究考察了在阅读和拼写中掌握词汇加工以及运用语音-拼写映射相对频率知识的能力。对24名患有阅读障碍和书写障碍的儿童以及86名发育正常的读者在三年级和五年级时进行了纵向跟踪研究。在两项实验任务中考察了单词规律性、单词频率以及语音-拼写映射概率的影响：（a）听写拼写；（b）正字法判断。在这两项任务中，患有阅读障碍的儿童比对照组表现出更大的规律性和频率效应。三年级时就已检测到对语音-拼写映射分布信息的敏感性，这表明即使是患有阅读障碍的儿童也能早期习得。尽管存在显著差异，但语音-拼写映射相对频率的知识对阅读和拼写都有影响。从理论和实证意义的角度对结果进行了讨论。
