INDIVIDUAL DIFFERENCES IN READING ABILITY AND THE PHONOLOGICAL LEXICON

阅读能力和语音词汇的个体差异

• 批准号: 7858512
• 负责人: LEONARD KATZ
• 金额: $ 24.79万
• 依托单位: HASKINS LABORATORIES, INC.
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/7858512
• 关键词: Accounting; Address; Adult; Affect; African American; Age; Attention; Auditory; Child; Code; Cognitive; Disabled Persons; Exhibits; Experimental Designs; Eye Movements; Functional Magnetic Resonance Imaging; Growth; Individual; Individual Differences; Knowledge; Learning; Letters; Linguistics; Link; MRI Scans; Measurement; Measures; Modality; Modeling; Nature; Neurobiology; Participant; Perception; Performance; Printing; Procedures; Process; Production; Psyche structure; Reaction Time; Reader; Reading; Reading Disabilities; Research; Role; Sampling; Series; Speech; Speech Perception; Stimulus; System; Techniques; Testing; Time; Verbal Learning; Visual; Writing; classical conditioning; design; lexical; lexical processing; neuroimaging; novel; phonology; prevent; research study; skills; sound; spelling; theories; university student; young adult

The focus of this project is the relationship between reading ability and lexical phonology and how that relationship is changed for (1) disabled readers and (2) individuals whose dialect of English differs from standard English. The act of reading requires matching printed words and morphemes to their phonological counterparts in the internal lexicon. The successful decoding of an unfamiliar letter string (through the application of knowledge of spelling-sound correspondences) requires linking the pronunciation generated by the decoding process to the lexical representation of the word. In order to study the linking process, we compare reading disabled and non-impaired young adults on a wide variety of measures designed to assess: speech perception/production and phonological learning. In addition, utilize a theory that characterizes the phonological representation of words in gestural/articulatory terms and look for differences between reading disabled and non-impaired individuals in the perception and integration of cross-modal speech information. Our experimental design assesses each individual on reading ability measures, on all tests of access, perception, production, and acquisition of phonological representations. Combined with functional MRI scans for a subset of our participant sample, we collect a broad array of information related to phonological representations and reading. This permits a very comprehensive analysis of the interrelationships of all factors. Finally, the project studies a group of African-American children, some of whom speak African-American Vernacular English in order to determine if (and how) the mismatch between their lexical representations and the standard English writing system affect the acquisition of reading.

该项目的重点是阅读能力与词汇语音学之间的关系以及如何 （1）残疾读者和（2）英语方言不同的人的关系已更改 标准英语。阅读行为需要匹配印刷的单词和词素与他们的语音学 内部词典中的对应物。成功解码了一个陌生的字母字符串（通过 拼写词的知识的应用）需要链接由 单词词汇表示的解码过程。为了研究链接过程，我们 将阅读障碍和未受损的年轻人进行比较，以各种措施 评估：语音感知/生产和语音学习。此外，还利用了一种理论 以手势/发音术语来表征单词的语音表示并寻找差异 在跨模式的感知和整合中，阅读残障人士和非受损的个体之间 语音信息。我们的实验设计评估了每个人的阅读能力指标 访问，感知，生产和获取语音表示的测试。与 功能性MRI扫描为我们的参与者样本的一部分，我们收集了一系列与 语音表示和阅读。这允许对 所有因素的相互关系。最后，该项目研究了一群非裔美国儿童 谁说非裔美国人的白话英语，以确定是否（以及如何） 他们的词汇表示和标准的英语写作系统会影响阅读的获取。