McDougall S, Hulme C, Ellis A, Monk A
Department of Psychology, University of York, UK.
J Exp Child Psychol. 1994 Aug;58(1):112-33. doi: 10.1006/jecp.1994.1028.
This study investigates the relationships between reading, short-term memory and phonological skills, and the mechanisms responsible for the short-term memory differences found between groups of children differing in reading ability. Differences were found between groups of good, average, and poor readers in verbal, but not visual, short-term memory and these differences were well explained in terms of differences in speech rate (an index of rehearsal rate) between the groups. Measures of phonological ability, rhyme awareness and phoneme deletion, also showed strong differences between the different reading ability groups. Regression analyses showed that rhyme awareness, phoneme deletion, and speech rate (but not verbal short-term memory) had independent predictive relationships to reading skill. These findings show that phonological skills do not represent a unitary trait, and that different facets of phonological ability are important in predicting the development of reading skills.
本研究调查了阅读、短期记忆和语音技能之间的关系，以及阅读能力不同的儿童组之间发现的短期记忆差异背后的机制。在言语短期记忆方面，优秀、中等和阅读能力差的儿童组之间存在差异，但在视觉短期记忆方面不存在差异，且这些差异可以很好地用各组之间的语速差异（复述率指标）来解释。语音能力、韵律意识和音素删除的测量结果在不同阅读能力组之间也显示出很大差异。回归分析表明，韵律意识、音素删除和语速（而非言语短期记忆）与阅读技能具有独立的预测关系。这些发现表明，语音技能并非单一特征，且语音能力的不同方面在预测阅读技能发展方面很重要。
