The Structure of Phonological Processing and Its Relationship to Basic Reading

被引：16

作者：

Nelson, Jason M. ^{[1
]}

Lindstrom, Jennifer H.

Lindstrom, Will

Denis, Daniel ^{[2
]}

机构：

[1] Univ Georgia, Regents Ctr Learning Disorders, Athens, GA 30602 USA

[2] Univ Montana, Missoula, MT 59812 USA

来源：

EXCEPTIONALITY | 2012年 / 20卷 / 03期

关键词：

DOUBLE-DEFICIT HYPOTHESIS; EMERGENT LITERACY; DIFFERENCE; ABILITIES; AWARENESS; ACHIEVEMENT; ACQUISITION; VOCABULARY; FLUENCY;

D O I：

10.1080/09362835.2012.694612

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed.

引用

页码：179 / 196

页数：18

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