Watson B U, Miller T K
Department of Speech and Hearing Sciences, Indiana University, Bloomington 47405.
J Speech Hear Res. 1993 Aug;36(4):850-63. doi: 10.1044/jshr.3604.850.
Auditory perception has been proposed as one source of individual variation in the phonological abilities that play a critical role in skilled reading as well as in reading disabilities. A structural equation approach (LISREL, Jöreskog & Sörbom, 1990) was used to analyze relationships among auditory perception, phonological processing, and reading in a sample of 94 college undergraduates, 24 of whom met specific criteria for a reading disability. In the mathematical model that proved to be the best fit to the data, speech perception was strongly related to three of four phonological variables including short- and long-term auditory memory and phoneme segmentation. These phonological variables in turn were strongly related to reading. Nonverbal temporal processing was not significantly related to any of the phonological variables in the structural equations. It was concluded that speech perception, which was measured with speech repetition, syllable sequence discrimination, and degraded speech tasks, may contribute significantly to individual differences in the phonological abilities necessary for skilled reading.
听觉感知被认为是语音能力个体差异的一个来源，而语音能力在熟练阅读以及阅读障碍中起着关键作用。采用结构方程方法（LISREL，Jöreskog & Sörbom，1990）对94名大学本科生样本中的听觉感知、语音处理和阅读之间的关系进行了分析，其中24人符合阅读障碍的特定标准。在被证明最符合数据的数学模型中，言语感知与四个语音变量中的三个密切相关，包括短期和长期听觉记忆以及音素分割。这些语音变量又与阅读密切相关。在结构方程中，非言语时间处理与任何语音变量均无显著关联。研究得出结论，通过言语重复、音节序列辨别和言语退化任务测量的言语感知，可能对熟练阅读所需的语音能力的个体差异有显著贡献。
