Bourassa D C, Levy B A, Dowin S, Casey A
McMaster University, Hamilton, Ontario, Canada.
J Exp Child Psychol. 1998 Oct;71(1):45-61. doi: 10.1006/jecp.1998.2459.
We report two experiments that are consistent with two hypotheses about poor, nonfluent readers: (1) fluency gains in text reading skill transfer across contextual and linguistic boundaries and (2) these fluency gains enable higher-order comprehension operations to function in the processing of text. We conclude that unlike the fluent reader, the nonfluent reader does not completely integrate the surface characteristics (words) of the text and the message of the text. Word-level representations remain free to support transfer across various processing episodes. Thus, a variety of reading experiences aimed at promoting word recognition fluency will provide benefits to the developing reader.
我们报告了两项实验，它们与关于阅读能力差、不流畅的读者的两种假设相一致：（1）文本阅读技能的流畅性提升可跨越语境和语言界限进行迁移；（2）这些流畅性提升使高阶理解操作能够在文本处理中发挥作用。我们得出结论，与流畅的读者不同，不流畅的读者没有完全整合文本的表面特征（单词）和文本的信息。单词层面的表征仍可自由支持在各种处理过程中的迁移。因此，旨在提高单词识别流畅性的各种阅读体验将对正在成长的读者有益。
