Between-word processing and text-level skills contributing to fluent reading of (non)word lists and text

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Sietske van Viersen, Angeliki Altani, Peter F. de Jong, Athanassios Protopapas
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引用次数: 0

Abstract

Recent studies have shown that fluent reading of word lists requires additional skills beyond efficient recognition of individual words. This study examined the specific contribution of between-word processing (sequential processing efficiency, indexed by serial digit RAN) and subskills related to text-level processing (vocabulary and syntactic skills) to a wide range of reading fluency tasks, while accounting for within-word processes (i.e., those involved in phonological recoding, orthographic decoding, and sight word reading). The sample included 139 intermediate-level (Grade 3, n = 78) and more advanced (Grade 5, n = 61) readers of Dutch. Fluency measures included simple and complex lists of words and nonwords, and a complex text. Data were analyzed through hierarchical regressions and commonality analyses. The findings confirm the importance of between-word processing for fluent reading and extend evidence from simple word lists and texts to complex word lists and texts, and simple and complex lists of nonwords. The findings hold for both intermediate-level and more advanced readers and, as expected, the contribution of between-word processing increased with reading-skill level. Effects of vocabulary were generally absent, aside from a small effect on text reading fluency in Grade 3. No effects of syntactic skills were found, even in more advanced readers. The results support the idea that once efficient individual word recognition is in place, further fluency development is driven by more efficient between-word processing. The findings also confirm that vocabulary may be less prominent in processing mechanisms underlying fluent word identification in transparent orthographies, across reading levels.

有助于流畅阅读(非)词表和文本的词间处理和文本层面技能
最近的研究表明,流畅阅读单词表除了需要高效识别单个单词外,还需要额外的技能。本研究考察了词间处理(序列处理效率,以序列数字 RAN 为指标)和与文本处理相关的子技能(词汇和句法技能)对各种阅读流畅性任务的具体贡献,同时考虑了词内处理(即语音重编码、正字法解码和视词阅读)。样本包括 139 名中级(三年级,n = 78)和高级(五年级,n = 61)荷兰语读者。流畅度测量包括简单和复杂的单词和非单词列表,以及一篇复杂的文章。通过分层回归和共性分析对数据进行了分析。研究结果证实了词间处理对流利阅读的重要性,并将证据从简单的单词表和文本扩展到复杂的单词表和文本,以及简单和复杂的非单词表。研究结果同时适用于中级和高级读者,而且正如预期的那样,词间加工的作用随着阅读技能水平的提高而增加。除了对三年级学生的文本阅读流利性有微小影响外,词汇量一般不会产生影响。句法技能没有影响,即使是对更高级的读者也没有影响。研究结果支持这样一种观点,即一旦高效的单个单词识别能力得到确立,进一步的流利性发展就会受到更高效的词间处理能力的驱动。研究结果还证实,在不同阅读水平的透明正字法中,词汇在流利识别单词的处理机制中的作用可能不太突出。
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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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