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Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy

机译:鸡肉还是鸡蛋?弄清拼字处理技能与阅读准确性之间的关系

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摘要

There is increasing evidence of a relationship between orthographic processing skill, or the ability to form, store and access word representations, and reading ability. Empirical research to date has not, however, clarified the direction of this relationship. We examined this question in a three-year longitudinal study of children from Grades 1 to 3.We included standard measures of orthographic processing skill, at both the lexical and sublexical level, and word reading accuracy, as well as controls of vocabulary, non-verbal reasoning, and phonological awareness. In all analyses, word reading predicted progress in acquiring orthographic processing skill, regardless of grade level or orthographic processing measure. In contrast, orthographic processing skill did not predict progress in word reading. Our results suggest that, between Grades 1 and 3, children acquire orthographic processing skill through their reading and that this ability, as characterized by the most common tasks used to date, does not play an independent role in supporting reading acquisition.
机译:越来越多的证据表明正字法处理技能或形成,存储和访问单词表示的能力与阅读能力之间存在关系。然而,迄今为止的实证研究尚未阐明这种关系的方向。我们在一项为期1至3年级的儿童进行的为期三年的纵向研究中研究了此问题。我们纳入了在字词和次词法水平上的正交处理技能的标准测度,单词阅读准确度以及对非英语词汇的控制语言推理和语音意识。在所有分析中,单词阅读都可以预测在掌握拼字处理技能方面的进展,而与年级或拼字处理方法无关。相反,拼字处理技能不能预测单词阅读的进度。我们的研究结果表明,在1年级和3年级之间,孩子们通过阅读获得了拼字处理技能,而这种能力以迄今为止最常见的任务为特征,在支持阅读能力方面没有发挥独立作用。

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