Lundberg I
Department of Psychology, Göteborg University, Sweden.
Scand J Psychol. 1998 Sep;39(3):155-7. doi: 10.1111/1467-9450.393071.
In this brief review of some of my research on reading disability, I argue that a child's development into literacy has two major ontogenetic roots, one involving early informal literacy socialization and one related to phonological awareness. Although failure in reading acquisition might be a question of cultural deprivation, the dynamic interaction between genetic dispositions and environment must be acknowledged, especially in a society providing rich sources of print exposure. The crucial transition in literacy development involves a step from implicit to explicit control of the phonemic units of language. When the cipher of the alphabetic system is understood the child is equipped with a powerful instrument for self teaching. A primary source of reading disability is then related to problems of segmenting the speech stream into phonemic units. The poor functioning of the phonological module seems to be a circumscribed deficit not related to general cognitive ability. The causal and reciprocal relationship between phonological awareness and learning to read has been demonstrated in my research over 20 years. Some of these studies are briefly reviewed in this article. The preventive and remedial implications of the findings are rather obvious.
在这篇对我关于阅读障碍研究的简要回顾中，我认为儿童的读写能力发展有两个主要的个体发生根源，一个涉及早期非正式的读写能力社会化，另一个与语音意识有关。虽然阅读习得失败可能是文化剥夺的问题，但必须承认遗传倾向与环境之间的动态相互作用，尤其是在一个提供丰富印刷品接触资源的社会中。读写能力发展中的关键转变涉及从对语言音素单位的隐性控制到显性控制的一步。当字母系统的密码被理解时，孩子就拥有了一种强大的自我教学工具。阅读障碍的一个主要根源 then 与将语音流分割为音素单位的问题有关。语音模块功能不佳似乎是一种局限的缺陷，与一般认知能力无关。在我20多年的研究中，已经证明了语音意识与学习阅读之间的因果和相互关系。本文简要回顾了其中一些研究。研究结果的预防和补救意义相当明显。
原文中“then”位置似乎有误，翻译时按正常理解处理了。
