Steacy Laura M, Compton Donald L, Petscher Yaacov, Elliott James D, Smith Kathryn, Rueckl Jay G, Sawi Oliver, Frost Stephen J, Pugh Kenneth R
Florida Center for Reading Research, Florida State University.
University of Connecticut & Haskins Laboratories.
Sci Stud Read. 2019;23(1):49-63. doi: 10.1080/10888438.2018.1466303. Epub 2018 May 15.
As children learn to read they become sensitive to context-dependent vowel pronunciations in words, considered a form of statistical learning. The work of Treiman and colleagues demonstrated that readers' vowel pronunciations depend on the consonantal context in which the vowel occurs and reading experience. We examined child- and nonword-factors associated with children's assignment of more vs. less frequent grapheme-phoneme correspondences (GPC) to vowel pronunciations as a function of rime coda in monosyllabic nonwords. Students (=96) in grades 2-5 read nonwords in which more vs. less frequent vowel GPCs were wholly supported or partially favored by the rime unit. Two explanatory item-response models were developed using alternative nonword scoring procedures. Use of less frequent vowel GPCs was predicted by set for variability, word reading, and rime support for the context-dependent vowel pronunciation. We interpret the results within a developmental word reading model in which initially incomplete and oversimplified GPC representations become more context-dependent with reading experience.
随着儿童学习阅读，他们会对单词中依赖语境的元音发音变得敏感，这被视为一种统计学习形式。特里曼及其同事的研究表明，读者的元音发音取决于元音出现的辅音语境以及阅读经验。我们研究了与儿童在单音节非单词中根据韵尾将更频繁或更不频繁的字素-音素对应关系（GPC）分配给元音发音相关的儿童因素和非单词因素。二至五年级的96名学生阅读了非单词，其中更频繁或更不频繁的元音GPC在不同程度上得到了韵部单元的完全支持或部分支持。使用替代的非单词评分程序开发了两个解释性项目反应模型。对依赖语境的元音发音的变异性设定、单词阅读和韵部支持预测了对更不频繁元音GPC的使用。我们在一个发展性单词阅读模型中解释这些结果，在该模型中，最初不完整和过度简化的GPC表征会随着阅读经验变得更加依赖语境。
