Harris Lindsay N, Perfetti Charles
Northern Illinois University, LEPF, DeKalb, IL 60115 United States.
University of Pittsburgh, Psychology, Pittsburgh, PA 15260 United States.
Sci Stud Read. 2017;21(1):31-45. doi: 10.1080/10888438.2016.1258702. Epub 2016 Dec 23.
Share (1995) has proposed (the translation of letters into sounds) as a self-teaching mechanism through which readers establish complete lexical representations. More recently, McKague et al. (2008) proposed a similar role for , i.e., feedback from sounds to letters, in building and refining lexical representations. We reasoned that an interaction between feedback consistency measures and spelling ability in a spelling decision experiment would lend support to this hypothesis. In a linear mixed effects logistic regression of accuracy data this interaction was significant. Better spellers but not poorer spellers were immune to feedback effects in deciding if a word is spelled correctly, which is consistent with McKague et al.'s prediction that the impact of phonological feedback on word recognition will diminish when the orthographic representation for an item is fully specified. The study demonstrates the importance of considering individual differences when investigating the role of phonology in reading.
沙尔（1995年）提出（将字母转换为声音）作为一种自我教学机制，读者可通过该机制建立完整的词汇表征。最近，麦凯格等人（2008年）提出了类似的作用，即在构建和完善词汇表征方面，从声音到字母的反馈作用。我们推断，在拼写判断实验中，反馈一致性测量与拼写能力之间的相互作用将支持这一假设。在对准确性数据进行的线性混合效应逻辑回归中，这种相互作用是显著的。在判断一个单词拼写是否正确时，拼写较好的人而非较差的人不受反馈效应的影响，这与麦凯格等人的预测一致，即当一个项目的正字法表征完全确定时，语音反馈对单词识别的影响将减弱。该研究表明，在研究语音在阅读中的作用时，考虑个体差异很重要。
