The Department of Education and Learning Disabilities, The Academic College of Western Galilee, Akko, Israel.
The Learning Disabilities Department, Sakhnin College for Teacher Education, Sakhnin, Israel.
Appl Neuropsychol Child. 2022 Oct-Dec;11(4):734-739. doi: 10.1080/21622965.2021.1955678. Epub 2021 Jul 29.
The current study examined the contribution of semantic knowledge to the process of reading aloud unfamiliar words among thirty non-typical readers from third grade. The performances of reading aloud were tested by using three lists of pseudowords: semantic, phonological, and un-trained. For each pseudoword in the list of semantic condition, an invented meaning was matched, and the participants orally trained to learn such invented meaning. For the list of the phonological condition, the participants were orally taught the pronunciation of the pseudowords only, while the third list of pseudowords was not trained at all. After the training phase, the subjects were examined by reading aloud the pseudowords which were presented randomly. For all lists of the pseudowords, there was no orthographic exposure before the reading trial. The findings showed that the higher levels of accuracy were significantly recorded for the semantic condition as compared to the other conditions, without a significant difference in the reading rate between all the conditions. The current findings were discussed in the context of the contribution of semantic activation to reading aloud of written words.
本研究考察了语义知识对 30 名来自三年级的非典型阅读者朗读不熟悉单词过程的贡献。通过使用三个假词列表来测试朗读表现：语义、语音和未训练。对于语义条件列表中的每个假词，都匹配了一个虚构的含义，参与者需要口头学习这个虚构的含义。对于语音条件列表，只教授了参与者假词的发音，而第三个假词列表则根本没有进行训练。在训练阶段之后，通过随机呈现假词来检查受试者的朗读情况。对于所有的假词列表，在阅读测试之前都没有进行正字法暴露。研究结果表明，与其他条件相比，语义条件下的准确率显著提高，而所有条件之间的阅读速度没有显著差异。本研究结果在语义激活对书面单词朗读的贡献方面进行了讨论。
