Reading acquisition involves learning to associate visual symbols with spoken language. Multiple lines of evidence indicate that instruction on the relationship between spellings and sounds may be particularly important.However, it is unclear whether the effectiveness of this form of instruction depends on pre-existing oral language knowledge.To investigate this issue, we developed a series of computational models of reading incorporating orthographic, phonological and semantic processing to simulate bothartificialand natural orthographic learning conditions in adults and children. We exposed the models to instruction focused on spelling-sound or spelling-meaning relationships, and tested the influence of the models' oral language proficiency on the effectiveness of these training regimes. Overall, the simulations indicated thatoral language proficiency is a vital foundation for reading acquisition, and may modulate the effectiveness of reading instruction. These results provide a computational basis for the Simple View of Reading,and emphasise the importance of both oral language knowledge and spelling-sound instructionin the initial stages of learning to read.

中文翻译：

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口语与阅读教学的关系：来自阅读计算模型的证据

阅读习得涉及学习将视觉符号与口语联系起来。多条证据表明，拼写和发音之间关系的教学可能特别重要。但是，这种教学形式的有效性是否取决于预先存在的口语知识尚不清楚。为了研究这个问题，我们开发了一系列结合正字法、语音和语义处理的阅读计算模型，以模拟成人和儿童的人工和自然正字法学习条件。我们让模型接受专注于拼写-声音或拼写-含义关系的教学，并测试模型的口语熟练程度对这些训练制度有效性的影响。全面的，模拟表明，口语能力是阅读习得的重要基础，并可能调节阅读教学的有效性。这些结果为简单阅读观提供了计算基础，并强调了口语知识和拼音教学在阅读学习初期的重要性。