Contribution of Temporal Processing Skills to Reading Comprehension in 8-Year-Olds: Evidence for a Mediation Effect of Phonological Awareness

被引：13

作者：

Malenfant, Nathalie

Grondin, Simon

Boivin, Michel

Forget-Dubois, Nadine

Robaey, Philippe ^{[2
]}

Dionne, Ginette ^{[1
]}

机构：

[1] Univ Laval, Grp Rech Inadaptat Psychosociale Chez Enfant, Quebec City, PQ G1V 0A7, Canada

[2] Univ Montreal, Montreal, PQ H3C 3J7, Canada

来源：

CHILD DEVELOPMENT | 2012年 / 83卷 / 04期

关键词：

LANGUAGE-LEARNING IMPAIRMENTS; DEVELOPMENTAL DYSLEXIA; SPEECH-PERCEPTION; LITERACY SKILLS; NORMAL READERS; AUDITORY CUES; POOR READERS; CHILDREN; DEFICITS; PERFORMANCE;

D O I：

10.1111/j.1467-8624.2012.01777.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study tested whether the association between temporal processing (TP) and reading is mediated by phonological awareness (PA) in a normative sample of 615 eight-year-olds. TP was measured with auditory and bimodal (visual-auditory) temporal order judgment tasks and PA with a phoneme deletion task. PA partially mediated the association between both auditory and bimodal TP and reading, above nonverbal abilities, vocabulary, and processing speed. PA explained a larger proportion of the association between auditory TP and reading (56% vs. 39% for bimodal TP), and most of the association between bimodal TP and reading was direct. This finding is consistent with a dual-phonological and visual-pathway model of the association between TP and reading in normative reading skills.

引用

页码：1332 / 1346

页数：15

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