McBride-Chang C
Florida State University, Tallahassee 32306, USA.
Child Dev. 1996 Aug;67(4):1836-56.
Multiple measures of speech perception, phonological awareness, naming speed, verbal short-term memory, and word reading were concurrently administered to 136 third- and fourth-grade children. Structural equation modeling was used to contrast 5 models of the relations of speech perception and phonological processing skills to reading with IQ controlled. The best-fitting model, the Indirect Model, was one in which the effect of speech perception on reading was mediated by its relations with phonological processing abilities. Naming speed was particularly highly associated with speech perception, possible evidence for the Motor Theory. Phonological awareness was also substantially correlated with speech perception.
对136名三、四年级儿童同时进行了言语感知、语音意识、命名速度、言语短期记忆和单词阅读的多项测量。使用结构方程模型，在控制智商的情况下，对比了言语感知和语音处理技能与阅读关系的5种模型。拟合度最佳的模型，即间接模型，是一种言语感知对阅读的影响通过其与语音处理能力的关系来介导的模型。命名速度与言语感知的关联尤为紧密，这可能是运动理论的证据。语音意识也与言语感知显著相关。
