Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8

被引：208

作者：

Roman, A. A. ^{[1
]}

Kirby, J. R. ^{[2
]}

Parrila, R. K. ^{[3
]}

Wade-Woolley, L. ^{[2
]}

Deacon, S. H. ^{[1
]}

机构：

[1] Dalhousie Univ, Dept Psychol, Life Sci Ctr, Halifax, NS B3H 4J1, Canada

[2] Queens Univ, Fac Educ, Kingston, ON K7L 3N6, Canada

[3] Univ Alberta, Dept Educ Psychol, Edmonton, AB T5G 2E5, Canada

来源：

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 2009年 / 102卷 / 01期

关键词：

Morphological awareness; Phonological awareness; Orthographic knowledge; Naming speed; Reading development; Reading accuracy; PHONOLOGICAL PROCESSING ABILITIES; NAMING SPEED; MORPHOLOGICAL AWARENESS; DEVELOPMENTAL DYSLEXIA; PHONEMIC AWARENESS; CHILDREN; ACQUISITION; 2ND-GRADERS; ENGLISH; READERS;

D O I：

10.1016/j.jecp.2008.01.004

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Research to date has proposed four main variables involved in reading development: phonological awareness, naming speed, orthographic knowledge, and morphological awareness. Although each of these variables has been examined in the context of one or two of the other variables, this study examines all four factors together to assess their unique contribution to reading. A sample of children in Grades 4, 6, and 8 (ages 10, 12, and 14 years) completed a battery of tests that included at least one measure of each of the four variables and two measures of reading accuracy. Phonological awareness, orthographic knowledge, and morphological awareness each contributed uniquely to real word and pseudoword reading beyond the other variables, whereas naming speed did not survive these stringent controls. The results support the sustained importance of these three skills in reading by older readers. (c) 2008 Elsevier Inc. All rights reserved.

引用

页码：96 / 113

页数：18

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