Relating Decoding and Fluency Development in RD Children

RD 儿童的解码和流畅性发展的关系

• 批准号: 6914221
• 负责人: Donald L Compton
• 金额: $ 7.55万
• 依托单位: VANDERBILT UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-07-01 至 2007-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6914221
• 关键词: behavioral /social science research tag; clinical research; data collection methodology /evaluation; human subject; learning; middle childhood (6-11); phonology; reading; reading disorder

DESCRIPTION (provided by applicant): Recent intervention studies designed to improve word-level recognition processes in children with serious reading disabilities (RD) have demonstrated that systematic instruction in phonemic awareness (PA) and decoding skills results in significant and lasting improvements in nonword decoding and to a somewhat lesser extent real word identification. However, generalization of gains in PA and decoding skills to other aspects of reading acquisition, in particular reading fluency, has posed a much more serious problem for those attempting to improve the overall reading skills of children with RD. Until the relationship between decoding skill acquisition and the development of efficient sight word recognition processes and text reading fluency is clarified in RD children, it will be difficult to develop effective remediation programs that promote fluent reading of text and improved reading comprehension. Our intent in this proposed research is to collect pilot data designed to explore three possible explanations to account for the disassociation between decoding skill acquisition and the development of efficient sight word recognition and fluent text reading in children with phonologically-based RD. The first explanation to be explored is that a majority of decoding programs focus disproportionately on subword connections at the individual letter-phoneme level and this reduces the potential for redundant connections to form between orthographic and phonological subword units of a word. We hypothesize that decoding programs that promote redundant connections at multiple subword levels greatly increase the likelihood that new lexical entries will quickly gain autonomy in the lexicon, allowing rapid and automatic recognition. The second possible explanation is that other factors such as rapid automatized naming (RAN) speed control fluency development in children with RD. The third exploration is that phonological awareness and decoding skills are a necessary but not sufficient condition for the development of high quality lexical representations and fluent text reading. We intend to use the pilot data to inform more systematic explorations of the relation between decoding and reading fluency acquisition.

描述（由申请人提供）： 旨在改善严重阅读障碍儿童（RD）的单词水平识别过程（RD）的最新干预研究表明，音素意识（PA）和解码技能的系统指导会导致非单词解码的显着和持久改进，并且在某种程度上降低了真实的单词识别。但是，对于那些试图提高RD儿童的整体阅读技能的人来说，PA和解码技能的概括和解码技能对阅读获取的其他方面（尤其是阅读流利性）提出了一个更为严重的问题。在RD儿童中阐明了解码技能获取过程与有效的视力识别过程和文本阅读流利度之间的关系之前，很难制定有效的补救计划，以促进流利的文本阅读和改善阅读理解。 我们在这项拟议的研究中的目的是收集旨在探索三种可能解释的试验数据，以说明解码技能获取与开发有效的视力识别和流利的基于语音的RD儿童的流利文本阅读之间的分离。要探讨的第一个解释是，大多数解码程序都不比例地关注单个字母级别的子字连接，这降低了单词的拼字和语音子单词之间形成冗余连接的潜力。我们假设在多个子词级别促进冗余连接的解码程序大大增加了新的词汇条目将迅速获得词典中自治的可能性，从而可以快速自动识别。第二可能的解释是其他因素，例如RD儿童的快速自动化命名（RAN）速度控制流利度的发展。第三个探索是，语音意识和解码技能是发展高质量词汇表示和流利文本阅读的必要条件但不是足够的条件。我们打算使用试验数据来为解码和阅读流利性获取之间的关系提供更多系统的探索。