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Studying the development of word recognition using a pseudoword task.

机译：研究使用伪单词任务进行单词识别的发展。

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摘要

Fluent reading hinges on automatic word recognition, yet little research has investigated the acquisition process with repeated exposure to novel words. In this study, elementary students in grades three to six were asked to read two-syllable pseudowords five times each (in varied sequences) during two sessions (n = 49). The goal was to study changes in speed of recognition across multiple exposures for pseudowords that were read accurately all ten times. The sample of students was divided into four groups based on scores on a standardized measure of word identification. Results indicate that although the most advanced readers in the sample read pseudowords more rapidly on all 10 exposures, the pattern of changes in speed (i.e., development of automatic word recognition for the items) was strikingly similar for normally achieving students at different reading levels. Specifically, significant improvement in speed was made at the second exposure, and speed of reading on the last trial of the first session was maintained by all groups on the first trial of the second session, despite a gap of several days. Additionally, there were no significant differences between scores on a recognition task for the trained words that was administered at the end of the second session; participants in all groups performed at high levels of recognition accuracy. A sub-goal of the study was to evaluate the performance of a group of students (n = 12) identified as Poor Readers (i.e., students from the fifth and sixth grades who earned scores of 90 or below on standardized measures of word reading skill). Because the task proved to be too difficult for this group, exploratory analyses were conducted using partial data for these participants. Performance by students in this group was compared with that of the lowest group of normally achieving students. Although Poor Readers read significantly more pseudowords incorrectly, and recognized fewer items on the recognition task, only one speed-related difference between groups in the pattern for items read correctly was observed. Poor readers demonstrated significant improvement in speed on the third exposure, rather than on the second as seen for normal readers. However, subsequent performance was similar to the comparison group of normal participants, including retention of recognition rate after the break between Session 1 and Session 2. Thus, overall, strong similarities were observed for participants in groups with different levels of reading aptitude, and the results of the study mirror prior research that has examined word recognition processes in adults. This study suggests that establishing word recognition for individual words entails comparable processes across ages and ability levels, despite the fact that reductions in absolute reading rates are evident for individuals who are older and/or are at a more advanced level of reading achievement.
机译：流利的阅读取决于自动单词识别，但是很少有研究调查重复接触新单词的习得过程。在这项研究中，要求三至六年级的小学生在两个环节（n = 49）中每次（以不同的顺序）五次阅读两个音节的伪单词。目的是研究在十次被准确读取的伪词的多次曝光中，识别速度的变化。根据标准的单词识别方法，根据分数将学生样本分为四组。结果表明，尽管样本中最先进的阅读器在所有10次曝光中都更快地读取了伪单词，但速度变化的模式（即对项目自动单词识别的发展）对于在不同阅读水平下正常学习的学生而言是惊人的相似。具体而言，尽管有几天的间隔，但在第二次接触时的速度有了显着提高，并且所有组在第二次接触的第一次试验中都保持了第一次接触的最后一次试验的阅读速度。此外，在第二节课结束时管理的训练单词的识别任务的分数之间没有显着差异。所有组中的参与者均以较高的识别准确率表现。该研究的一个子目标是评估一组被认为是不良读者的学生（n = 12）的表现（即，五年级和六年级的学生在标准化的单词阅读技巧上得分达到90分或以下） ）。由于该任务对于该小组来说太难了，因此使用这些参与者的部分数据进行了探索性分析。将这组学生的表现与正常学习成绩最低的一组的学生进行比较。尽管阅读器差劲地会错误地阅读更多的伪单词，并且在识别任务上识别出的物品更少，但是在模式中，对于正确阅读的物品，组之间仅观察到一个速度相关的差异。较差的读者表现出第三遍的阅读速度有了显着提高，而不是普通读者第二遍的阅读速度。但是，随后的表现与正常参与者的比较组相似，包括在第1课和第2课之间休息后的识别率保持不变。因此，总体上，观察到具有不同阅读能力水平的组中的参与者有很强的相似性，并且这项研究的结果反映了先前的研究，该研究检查了成年人的单词识别过程。这项研究表明，尽管年龄和/或阅读水平更高的个人的绝对阅读率明显降低，但为各个单词建立单词识别需要在各个年龄和能力水平上进行可比的过程。

著录项

  • 作者

    Sipala, Christine E.;

  • 作者单位

    University of Rhode Island.;

  • 授予单位 University of Rhode Island.;
  • 学科 Education Reading.;Psychology Cognitive.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 56 p.
  • 总页数 56
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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