Apthorp H S
Central Connecticut State University, New Britain 06050, USA.
J Learn Disabil. 1995 Jun-Jul;28(6):342-52. doi: 10.1177/002221949502800605.
This study examined whether adult speech production and oral reading were related independent of auditory short-term memory and vocabulary. Forty-four university students served as subjects for the study. They ranged in age from 17 to 28 years old; 26 were men and 18 were women; 11 were students with learning disabilities and 33 were students without disabilities. All subjects were tested individually on tasks requiring multisyllabic pseudoword repetition, oral reading, memory for digits, and vocabulary. In both groups--with and without learning disabilities--significant correlations were found between pseudoword repetition accuracy and reading, suggesting that poor readers also have more inaccurate speech production. The correlations remained significant after controlling for both memory and vocabulary. A scatter plot of the speech-reading relationship showed performance overlap between groups, as well as within-group heterogeneity. Significance of the findings is discussed, and issues for future research are identified.
本研究考察了成人言语产生和朗读是否独立于听觉短期记忆和词汇而相关。44名大学生作为研究对象。他们的年龄在17至28岁之间；26名男性，18名女性；11名有学习障碍的学生，33名无学习障碍的学生。所有受试者都分别接受了要求多音节假词重复、朗读、数字记忆和词汇方面的任务测试。在有和没有学习障碍的两组中，均发现假词重复准确性与朗读之间存在显著相关性，这表明阅读能力差的人言语产生也更不准确。在控制了记忆和词汇之后，这些相关性仍然显著。言语-阅读关系的散点图显示了组间以及组内的表现重叠。讨论了研究结果的意义，并确定了未来研究的问题。
