Feldman L B, Lukatela G, Turvey M T
J Exp Child Psychol. 1985 Jun;39(3):492-510. doi: 10.1016/0022-0965(85)90053-0.
Third- and fifth-grade Yugoslavian children rapidly named familiar words and unfamiliar pseudowords that were written either in the Roman alphabet or in the Cyrillic alphabet and that were either phonologically ambiguous or not. Phonological ambiguity was produced by using letter strings that, when transcribed in Roman or when transcribed in Cyrillic, contained one or more ambiguous characters. Ambiguous characters are those letters shared by the two alphabets that receive different phonemic interpretations in the two alphabets. The controls for phonologically ambiguous words were the same words in their alternative, nonambiguous alphabetic transcription. Consistent with previous experiments on adults, the phonologically ambiguous form of a word or pseudoword was named much more slowly than the phonologically unambiguous form. For children who were equally proficient in both Roman and Cyrillic, the effect of phonological ambiguity was greater as children named letter strings faster. If it can be assumed that reading fluency correlates with naming latency, then it can be argued that the better beginning reader is more phonologically analytic.
三年级和五年级的南斯拉夫儿童要快速读出熟悉的单词和不熟悉的假词，这些词用罗马字母或西里尔字母书写，且在语音上或有歧义或无歧义。语音歧义是通过使用字母串产生的，这些字母串在转写成罗马字母或西里尔字母时，包含一个或多个歧义字符。歧义字符是指两个字母表共有的那些字母，它们在两个字母表中有不同的音素解释。语音歧义单词的对照是用其非歧义的另一种字母表转录形式的相同单词。与之前对成年人的实验一致，单词或假词的语音歧义形式的命名速度比语音无歧义形式慢得多。对于在罗马字母和西里尔字母方面同样熟练的儿童，随着儿童更快地读出字母串，语音歧义的影响更大。如果可以假设阅读流畅性与命名潜伏期相关，那么可以认为，阅读能力较好的初学者在语音分析方面更强。
