发展性阅读障碍与脑异常的因果关系:研究范式及发现

关于阅读障碍神经机制的研究已经有很多,但到目前为止,研究者仍不完全清楚,阅读障碍者脑区的异常,究竟是阅读障碍的原因还是结果。研究者发展出不同的研究范式来探究此问题,包括学龄前研究、双对照组研究、纵向研究等。文中综述了这些研究范式各具的优势、不足和研究结果之间的一致性,并分析了确认因果关系之所以困难的原因。在此基础上,提出如下建议：（1）细致区分阅读障碍的亚类型;（2）以成熟和完善的阅读认知-神经模型为指导;（3）通过不同的研究范式进行交叉印证;（4）综合考虑脑的动态发展变化特点,和基因、环境、经验的作用等多种因素的影响。     

On the dissociation between reaction time and response duration as a function of lexical and sublexical reading: An examination of phonetic decoding and computational models

Neurobiological models of reading account for two ways in which orthography is converted to phonology: (1) familiar words, particularly those with exceptional spelling-sound mappings (e.g., shoe) access their whole-word lexical representations in the ventral visual stream, and (2) orthographically unfamiliar words, particularly those with regular spelling-sound mappings (i.e., pseudohomophones [PHs], which are orthographically novel but sound like real words; e.g., shue) are phonetically decoded via sublexical processing in the dorsal visual stream. The present study used a naming task in order to compare naming reaction time (RT) and response duration (RD) of exception and regular words to their PH counterparts. We replicated our earlier findings with words, and extended them to PH phonetic decoding by showing a similar effect on RT and RD of matched PHs. Given that the shorter RDs for exception words can be attributed to the benefit of whole-word processing in the orthographic word system, and the longer RTs for exception words to the conflict with phonetic decoding, our PH results demonstrate that phonetic decoding also involves top-down feedback from phonological lexical representations (e.g., activated by shue) to the orthographic representations of the corresponding correct word (e.g., shoe). Two computational models were tested for their ability to account for these effects: the DRC and the CDP+. The CDP+ fared best as it was capable of simulating both the regularity and stimulus type effect on RT for both word and PH identification, although not their over-additive interaction. Our results demonstrate that both lexical reading and phonetic decoding elicit a regularity dissociation between RT and RD that provides important constraints to all models of reading, and that phonetic decoding results in top-down feedback that bolsters the orthographic lexical reading process.     

Implicated reading: a method for reflecting on practice

This paper evaluates an attempt by the author to operationalise the theory of reflective practice within the context of initial teacher education. Whilst an integral element of many teacher education programmes, the problematic of ‘how’ to reflect on practice remains a concern. In response, and taking inspiration from the work of Deleuze and Guattari, specifically their critique of representational thought and common understandings of text, the author experiments with a method for reflecting called implicated reading. The method involves the reading of students’ lived experiences as beginning teachers (recorded in written form), against a variety of other texts. The author draws on interview data to analyse and discuss the merits of the approach. The paper concludes that the method of implicated reading has the potential to unsettle the common tendency to focus on meaning and interpretation when reflecting on events and experiences. It is argued that the student teachers involved in the project instead begin to experience reflection as a process of connectivity, rethinking pedagogy as a result.     

视觉词汇识别中的字符位置编码

在阅读中,为了进行视觉词汇的识别,需要对字符(字母或汉字)的顺序进行编码(位置信息编码)。本文介绍了拼音文字中的字母位置编码模型,包括开放双字母组模型、空间编码模型和重叠模型,综述了拼音文字和中文词汇识别中字符位置信息编码的研究成果,并对汉字位置信息编码研究提出了展望。     

Flexible spatial mapping of different notations of numbers in Chinese readers

The spatial component of numerical and ordinal information has been explored in previous research. However, how such mapping emerges and how it is affected by the learning experience are issues still under debate. In the current study, we examined the orientation of the mental number line for different numerical notations (e.g., “1”, “—-”, “”) in Chinese readers. Our data demonstrated that Arabic numbers are mentally aligned horizontally with a left-to-right directionality, while Chinese number words are aligned vertically with a top-to-bottom directionality. These findings indicate that different notations of the same concept have flexible mappings within space, which is plausibly shaped by the dominant context in which the numerical notations appear.     

Effects of classroom organization on letter-word reading in first grade

Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N = 44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N = 108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p < .05). Practical and research implications are discussed.     

信息加工效率与阅读的关系研究

对23名大学生进行知觉广度、记忆广度和阅读理解的多项测验,探求知觉、记忆加工效率与不同语言阅读成绩和阅读眼动特性之间的关系。结果发现：低水平的视觉符号方向信号知觉广度与阅读不存在明显的关系,从眼跳幅度指标上反映出右侧知觉广度大的被试对第二语言加工难度更为敏感。短时记忆和工作记忆能力对阅读的影响主要反映在眼跳幅度方面,与单个注视点获取的信息量有关,但与课文理解水平的关系不明显。短时记忆能力强的被试在眼跳幅度上以及第二语言言语工作记忆弱的被试在注视时间上均出现语言差异效应。     

Promoting Generalization of Reading: A Comparison of Two Fluency-Based Interventions for Improving General Education Student’s Oral Reading Rate

The generalization effects of empirically-supported fluency-based reading interventions have been largely ignored. The purpose of this study was to evaluate the effects of two fluency-based reading interventions, Repeated Readings and Multiple Exemplars, on elementary-aged children’s immediate and generalized oral reading fluency rate. Using a within-subjects group design, a total of 42 second (n = 25) and fourth (n = 17) grade general education students were administered both interventions and their generalized responding to passages containing high word and medium word overlap was assessed. Results indicated that children’s oral fluency on intervention passages was significantly greater during the Repeated Readings intervention. However, children’s oral reading fluency on generalization passages containing medium word overlap was significantly greater following the Multiple Exemplars intervention. This difference was however possibly due to the Multiple Exemplar medium word overlap passage being easier for students to read. No significant differences between the two interventions were observed in children’s oral reading fluency on generalization passages containing high word overlap. Implications and limitations of the study are discussed in relation to improving students’ reading fluency on generalization passages.     

Comparing Performance Standards on the Retention of Words Read Correctly Per Minute

To measure retention of oral reading fluency, three students attending a learning support classroom used a repeating reading strategy with two passages. Each student read one passage to a high performance standard and the other passage to a lower performance standard. Results show it took the students more practice to reach the higher performance standard in regards to both calendar days and practice trials. The retention measures revealed all students had comparable decrements with words read correctly per minute for both the high and low performance standards even though practice varied. During the last retention interval 3½ months after obtaining the performance standard, all students demonstrated the highest terminal frequency of words read correctly per minute in the high performance standard condition.