Bowey J A, Vaughan L, Hansen J
School of Psychology, University of Queensland, Brisbane, Australia.
J Exp Child Psychol. 1998 Feb;68(2):108-33. doi: 10.1006/jecp.1997.2421.
This research re-investigated the claim that beginning readers exploit information from the orthographic rime of clue words to help them to decode unfamiliar words. In Experiment 1, first-grade children were equally able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar target words. Moreover, the improvement in reading end-(or orthographic rime-) same target words following clue word presentation reflected phonological priming. In second-grade children, with correction for retesting effects, improvement following clue word presentation for end-same and beginning-same target words was equivalent, although end-same target words improved more than middle-same target words. In Experiment 2, both first- and second-grade children were able to use orthographic information from the beginning, middle, and end of clue words to identify unfamiliar words. Clue word presentation enhanced the reading of beginning-same and end-same target words more than middle-same target words. Improvement was the same for beginning-same and end-same target words. Target word improvement following clue word presentation was greater than that for phonologically primed words only in children reading target words sharing the beginning sequence of the clue word.
本研究重新探讨了这样一种观点，即初学阅读者会利用线索词的拼写韵脚信息来帮助他们解码不熟悉的单词。在实验1中，一年级儿童同样能够利用线索词开头、中间和结尾的拼写信息来识别不熟悉的目标单词。此外，呈现线索词后，阅读结尾（或拼写韵脚）相同的目标单词的能力提升反映了语音启动效应。在二年级儿童中，校正重测效应后，呈现线索词后，结尾相同和开头相同的目标单词的能力提升相当，尽管结尾相同的目标单词比中间相同的目标单词提升得更多。在实验2中，一年级和二年级儿童都能够利用线索词开头、中间和结尾的拼写信息来识别不熟悉的单词。呈现线索词对开头相同和结尾相同的目标单词的阅读促进作用大于对中间相同的目标单词的促进作用。开头相同和结尾相同的目标单词的提升情况相同。只有在阅读与线索词开头序列相同的目标单词的儿童中，呈现线索词后目标单词的提升才大于仅语音启动的单词。
