Elementary school multicultural reading curricula include characters with diverse proper names, which are often unfamiliar and differ phonetically from students' native language. These names could impact reading outcomes by increasing students' cognitive load and/or creating cognitive disfluency. In Study 1, students in grades 1 through 2 read a standard passage including common names and a matched passage including unfamiliar names of Russian origin. A paired samples t test indicated unfamiliar diverse names in grade-level passages significantly reduced students' reading comprehension. Study 2 was designed to determine if preteaching diverse names would mitigate their adverse effects on reading comprehension. Results indicated second-grade students who received preteaching comprehended significantly more of the passage than those who did not receive preteaching. Discussion focuses on the need for research clarifying the relationship between multicultural learning materials and academic outcomes and validating efficient methods for familiarizing students with difficult, phonetically unfamiliar words. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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陌生的异名对小学生通过理解的影响。

小学多元文化阅读课程包括具有不同专有名称的字符，这些字符通常不熟悉，并且在语音上与学生的母语不同。这些名称可能会通过增加学生的认知负担和/或造成认知疏离而影响阅读效果。在研究1中，从1年级到2年级的学生阅读了包括普通名的标准文章和包括俄罗斯血统的陌生名字的匹配文章。配对样本t检验表明，在年级水平的文章中不熟悉的不同名称显着降低了学生的阅读理解力。研究2旨在确定预先教授各种名称是否可以减轻其对阅读理解的不利影响。结果表明，接受预教学的二年级学生比未接受预教学的二年级学生理解的段落多得多。讨论的重点是需要进行研究，以澄清多元文化学习材料与学术成果之间的关系，并验证有效的方法，以使学生熟悉困难的，在语音上不熟悉的单词。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。