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首页> 外文期刊>Dyslexia >Decoding and word recognition in English as a native and a foreign language in students with and without dyslexia (English vs. Polish students)
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Decoding and word recognition in English as a native and a foreign language in students with and without dyslexia (English vs. Polish students)

机译：用诵读和没有诵读的学生的英语和外语解码和词语识别（英语与波兰语学生）

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摘要

We aimed to investigate the relationship between reading difficulties in native language (NL: Polish) and English as a foreign language in dyslexia in English and Polish students, respectively, and to develop a model of relations between NL phonological awareness, rapid automatized naming, verbal short-term memory, and reading in English. Thirteen English students with dyslexia (ED), 15 without (END) and 16 Polish students with dyslexia (PD) and 16 without (PND) participated. We found that dyslexic deficits and different phoneme-to-grapheme correspondence rules between Polish and English interfered with the accuracy and fluency of word and nonword decoding and word recognition. Whereas END scored higher than PD and PND in all reading measures, ED did not, despite a NL advantage. When compared with PND, ED performed equal in nonword decoding, which depends to a higher degree on phoneme-to-grapheme conversion rather than lexical access. When compared with PD, ED performed equally in nonword fluency, which is most likely a nonscript-dependant skill. More variance in reading was explained by NL than FL factors, even if analogical NL/FL skills predicted a given variable. While in ED and END, these relationships agreed with the literature; in PD and PND, NL phonological awareness was not beneficial for English as a foreign language reading.
机译：我们旨在调查母语（NL：Polish）和英语中读数困难之间的关系，分别在英语和波兰学生中的诵读中的外语，并开发了NL语音意识，快速自动命名的关系模型，言语短期记忆，并用英语阅读。十三名英语学生患有诵读（ED），15个没有（结束）和16名波兰语学生，录音带（PD）和16名没有（PND）参加。我们发现波兰语和英语之间的缺陷缺陷和不同的音素到Grapheme对应规则干扰了单词和非词组解码和字识别的准确性和流畅性。尽管有一个优势，但在所有阅读措施中，ED都没有比PD和PND得分高于PD和PND。与PND进行比较时，ED在非WORD解码中执行相等，这取决于更高的程度上的音素到图形转换而不是词汇访问。与PD相比，ED在非词组中同样执行，这是最有可能是非标记依赖技能。即使类似的NL / FL技能预测给定变量，NL也比FL因子解释了更多的阅读方差。在ED和结束时，这些关系与文献一致;在PD和PND中，NL语音意识与英语没有有益作为外语阅读。

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