Bai Jing, Li Wenlong, Yang Yang, Wu Jianhui, He Wei, Xu Min
College of Psychology and Sociology, Shenzhen University, Shenzhen, China.
Center for Brain Disorders and Cognitive Science, Shenzhen University, Shenzhen, China.
Front Psychol. 2020 Jun 4;11:903. doi: 10.3389/fpsyg.2020.00903. eCollection 2020.
Previous studies have showed that reading fluency is strongly associated with cognitive skills, including rapid automatized naming, phonological awareness, orthographical awareness, and so on. However, these studies are largely based on alphabetic languages, and it remains unclear which cognitive factors contribute to the development of reading fluency in logographic Chinese, a language in which the graphic forms map onto morphemes (meaning) rather than phonemes. In Study 1, we tested 179 Chinese children aged 6 to 9 on a set of cognitive tasks as well as for word reading accuracy and sentence reading fluency. The results showed that rapid naming, writing fluency, and phonological awareness significantly predicted reading fluency in both beginning and intermediate readers. In addition, while the contribution of rapid naming and writing fluency increased with grades, the effect of phonological awareness decreased. In Study 2, we examined the role of visual crowding in reading fluency in a subgroup of 86 children and found that visual crowding accounted for the unique variance of individual differences in reading fluency. The findings reflect both universal and language-specific cognitive correlates of reading fluency and provide important implications for potentially effective treatment for individuals suffering from Chinese reading disabilities, particularly in terms of reading fluency.
以往的研究表明，阅读流畅性与认知技能密切相关，包括快速自动命名、语音意识、正字法意识等。然而，这些研究大多基于字母语言，对于表意文字中文而言，哪些认知因素有助于阅读流畅性的发展仍不明确，中文的图形形式映射到语素（意义）而非音素上。在研究1中，我们对179名6至9岁的中国儿童进行了一系列认知任务测试，以及单词阅读准确性和句子阅读流畅性测试。结果表明，快速命名、书写流畅性和语音意识在初级和中级读者中都能显著预测阅读流畅性。此外，虽然快速命名和书写流畅性的贡献随着年级的升高而增加，但语音意识的影响却有所下降。在研究2中，我们在86名儿童的子群体中研究了视觉拥挤对阅读流畅性的作用，发现视觉拥挤解释了阅读流畅性个体差异的独特方差。这些发现反映了阅读流畅性的普遍和特定语言的认知关联，并为患有中文阅读障碍的个体，特别是在阅读流畅性方面，提供了潜在有效治疗的重要启示。
