Cognitive mechanisms underlying reading and spelling development in five European orthographies

被引：277

作者：

Moll, Kristina ^{[1
,2
,3
,5
]}

Ramus, Franck ^{[4
]}

Bartling, Juergen ^{[5
]}

Bruder, Jennifer ^{[5
]}

Kunze, Sarah ^{[5
]}

Neuhoff, Nina ^{[5
]}

Streiftau, Silke ^{[5
]}

Lyytinen, Heikki ^{[6
,7
]}

Leppanen, Paavo H. T. ^{[6
,7
]}

Lohvansuu, Kaisa ^{[6
,7
]}

Toth, Denes ^{[8
]}

Honbolygo, Ferenc ^{[8
]}

Csepe, Valeria ^{[8
]}

Bogliotti, Caroline ^{[9
]}

Iannuzzi, Stephanie ^{[10
,11
,12
]}

Demonet, Jean-Francois ^{[11
,13
]}

Longeras, Emilie ^{[4
,14
,15
]}

Valdois, Sylviane ^{[14
,15
]}

George, Florence ^{[16
]}

Soares-Boucaud, Isabelle ^{[17
,18
]}

Le Heuzey, Marie-France ^{[19
]}

Billard, Catherine ^{[12
]}

O'Donovan, Michael ^{[20
]}

Hill, Gary ^{[20
]}

Williams, Julie ^{[20
]}

Brandeis, Daniel ^{[21
,22
,23
]}

Maurer, Urs ^{[21
,24
,25
,26
]}

Schulz, Enrico ^{[21
,24
,27
]}

van der Mark, Sanne ^{[24
,28
]}

Mueller-Myhsok, Bertram ^{[29
,30
]}

Schulte-Korne, Gerd ^{[5
]}

Landerl, Karin ^{[1
,2
]}

机构：

[1] Salzburg Univ, Dept Psychol, A-5020 Salzburg, Austria

[2] Graz Univ, Dept Psychol, A-8010 Graz, Austria

[3] Univ York, Dept Psychol, York YO10 5DD, N Yorkshire, England

[4] Ecole Normale Super, Lab Sci Cognit & Psycholinguist, CNRS, EHESS, F-75231 Paris, France

[5] Univ Hosp Munich, Dept Child & Adolescent Psychiat & Psychotherapy, Munich, Germany

[6] Univ Jyvaskyla, Dept Psychol, SF-40351 Jyvaskyla, Finland

[7] Univ Jyvaskyla, Agora Ctr, SF-40351 Jyvaskyla, Finland

[8] Hungarian Acad Sci, Inst Psychol, H-1051 Budapest, Hungary

[9] Univ Paris Ouest Nanterre Def, MODYCO, CNRS, Paris, France

[10] Hop Enfants, Unite Neurol Pediat, Toulouse, France

[11] Hop Purpan, INSERM, U825, Toulouse, France

[12] Hop Bicetre, APHP, Ctr Reference Troubles Apprentissages, Paris, France

[13] Univ Lausanne, CHU Vaudois, Leenards Memory Ctr, CH-1015 Lausanne, Switzerland

[14] Univ Pierre Mendes France, CNRS, Lab Psychol & NeuroCognit, UMR 5105, Grenoble, France

[15] CHU Nord, Ctr Referent Diagnost Troubles Langage & Apprenti, Dept Pediat, Grenoble, France

[16] CHU Timone, Ctr Reference Troubles Apprentissages, Marseille, France

[17] Hop Edouard Herriot, Hosp Civils Lyon, Ctr Reference Troubles Apprentissages, Lyon, France

[18] Ctr Hosp Le Vinatier, Bron, France

[19] Hop Robert Debre, AP HP, Serv Psychopathol Enfant & Adolescent, F-75019 Paris, France

[20] Cardiff Univ, Dept Psychol Med & Neurol, MRC Ctr Neuropsychiat Genet & Genom, Cardiff CF10 3AX, S Glam, Wales

[21] Univ Zurich, Dept Child & Adolescent Psychiat, Zurich, Switzerland

[22] Univ Zurich, Ctr Integrat Human Physiol, Zurich, Switzerland

[23] Heidelberg Univ, Med Fac Mannheim, Cent Inst Mental Hlth, Dept Child & Adolescent Psychiat & Psychotherapy, Mannheim, Germany

[24] Univ Zurich, ETH Zurich, Neurosci Ctr Zurich, CH-8006 Zurich, Switzerland

[25] Cornell Univ, Weill Med Coll, Sackler Inst Dev Psychobiol, New York, NY 10021 USA

[26] Univ Zurich, Inst Psychol, Zurich, Switzerland

[27] Tech Univ Munich, Dept Neurol, D-80290 Munich, Germany

[28] Univ Zurich, Univ Childrens Hosp, MR Ctr, Zurich, Switzerland

[29] Max Planck Inst Psychiat, D-80804 Munich, Germany

[30] Munich Cluster Syst Neurol SyNergy, Munich, Germany

来源：

LEARNING AND INSTRUCTION | 2014年 / 29卷

基金：

芬兰科学院; 奥地利科学基金会;

关键词：

Reading development; Cross-linguistic; Orthographic consistency; Phonological awareness; Rapid automatized naming; LITERACY SKILLS; NAMING SPEED; ACQUISITION; CONSISTENT; PREDICTORS; CHILDREN; TRANSPARENT; AWARENESS; LANGUAGES; PATTERNS;

D O I：

10.1016/j.learninstruc.2013.09.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper addresses the question whether the cognitive underpinnings of reading and spelling are universal or language/orthography-specific. We analyzed concurrent predictions of phonological processing (awareness and memory) and rapid automatized naming (RAN) for literacy development in a large European sample of 1062 typically developing elementary school children beyond Grade 2 acquiring five different alphabetic orthographies with varying degrees of grapheme-phoneme consistency (English, French, German, Hungarian, Finnish). Findings indicate that (1) phonological processing and RAN both account for significant amounts of unique variance in literacy attainment in all five orthographies. Associations of predictors with reading speed, reading accuracy, and spelling are differential: in general, RAN is the best predictor of reading speed while phonological processing accounts for higher amounts of unique variance in reading accuracy and spelling; (2) the predictive patterns are largely comparable across orthographies, but they tend to be stronger in English than in all other orthographies. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：65 / 77

页数：13

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