Vellutino F R, Scanlon D M, Spearing D
Child Research and Study Center, University at Albany, State University of New York 12222.
J Exp Child Psychol. 1995 Feb;59(1):76-123. doi: 10.1006/jecp.1995.1004.
Three studies were conducted evaluating semantic and phonological coding deficits as alternative explanations of reading disability. In the first study, poor and normal readers in second and sixth grade were compared on various tests evaluating semantic development as well as on tests evaluating rapid naming and pseudoword decoding as independent measures of phonological coding ability. In a second study, the same subjects were given verbal memory and visual-verbal learning tasks using high and low meaning words as verbal stimuli and Chinese ideographs as visual stimuli. On the semantic tasks, poor readers performed below the level of the normal readers only at the sixth grade level, but, on the rapid naming and pseudoword learning tasks, they performed below the normal readers at the second as well as at the sixth grade level. On both the verbal memory and visual-verbal learning tasks, performance in poor readers approximated that of normal readers when the word stimuli were high in meaning but not when they were low in meaning. These patterns were essentially replicated in a third study that used some of the same semantic and phonological measures used in the first experiment, and verbal memory and visual-verbal learning tasks that employed word lists and visual stimuli (novel alphabetic characters) that more closely approximated those used in learning to read. It was concluded that semantic coding deficits are an unlikely cause of reading difficulties in most poor readers at the beginning stages of reading skills acquisition, but accrue as a consequence of prolonged reading difficulties in older readers. It was also concluded that phonological coding deficits are a probable cause of reading difficulties in most poor readers.
开展了三项研究，评估语义编码和语音编码缺陷，将其作为阅读障碍的替代解释。在第一项研究中，对二、六年级的阅读能力差的读者和正常读者进行了比较，比较内容包括评估语义发展的各种测试，以及评估快速命名和假词解码的测试，后者作为语音编码能力的独立指标。在第二项研究中，使用高意义词和低意义词作为语言刺激，使用汉字作为视觉刺激，让相同的受试者完成语言记忆和视觉-语言学习任务。在语义任务中，阅读能力差的读者仅在六年级水平上表现低于正常读者，但在快速命名和假词学习任务中，他们在二年级和六年级水平上均表现低于正常读者。在语言记忆和视觉-语言学习任务中，当词刺激意义高时，阅读能力差的读者的表现接近正常读者，但当词刺激意义低时则不然。这些模式在第三项研究中基本得到了重复，该研究使用了第一项实验中一些相同的语义和语音测量方法，以及使用单词列表和视觉刺激（新颖的字母字符）的语言记忆和视觉-语言学习任务，这些刺激更接近阅读学习中使用的刺激。研究得出结论，在阅读技能习得的初始阶段，语义编码缺陷不太可能是大多数阅读能力差的读者阅读困难的原因，但在年长读者中，语义编码缺陷是长期阅读困难的结果。研究还得出结论，语音编码缺陷可能是大多数阅读能力差的读者阅读困难的原因。
