Williams A
J Speech Hear Res. 1982 Dec;25(4):500-3. doi: 10.1044/jshr.2504.500.
To explore the relationship between reading and lipreading and to determine whether readers and lipreaders use similar strategies to comprehend verbal messages, 60 female junior and sophomore high school students--30 good and 30 poor readers--were given a filmed lipreading test, a test to measure eye-voice span, a test of cloze ability, and a test of their ability to comprehend printed material presented one word at a time in the absence of an opportunity to regress or scan ahead. The results of this study indicated that (a) there is a significant relationship between reading and lipreading ability; (b) although good readers may be either good or poor lipreaders, poor readers are more likely to be poor than good lipreaders; (c) there are similarities in the strategies used by readers and lipreaders in their approach to comprehending spoken and written material; (d) word-by-word reading of continuous prose appears to be a salient characteristic of both poor reading and poor lipreading ability; and (c) good readers and lipreaders do not engage in word-by-word reading but rather use a combination of visual and linguistic cues to interpret written and spoken messages.
为了探究阅读与唇读之间的关系，并确定阅读者和唇读者是否使用相似的策略来理解言语信息，对60名初中和高中二年级女生——30名阅读能力强的学生和30名阅读能力弱的学生——进行了一项唇读视频测试、一项测量眼声跨度的测试、一项完形能力测试，以及一项在没有机会回读或提前浏览的情况下逐字理解印刷材料能力的测试。该研究结果表明：（a）阅读能力与唇读能力之间存在显著关系；（b）虽然阅读能力强的学生唇读能力可能强也可能弱，但阅读能力弱的学生比阅读能力强的学生更有可能唇读能力弱；（c）阅读者和唇读者在理解口语和书面材料的方法上所使用的策略存在相似之处；（d）逐字阅读连续散文似乎是阅读能力弱和唇读能力弱的一个显著特征；（e）阅读能力强的学生和唇读者不会逐字阅读，而是结合视觉和语言线索来解读书面和口头信息。
