ABSTRACT

We examined the relations between working memory, emergent literacy skills (e.g., phonological awareness, orthographic awareness, rapid-automatized naming), word reading, and listening comprehension to online reading processes (eye movements), and their relations to reading comprehension. A total of 292 students were assessed on working memory and emergent literacy skills in Grade 1, and eye movements, language, and reading skills in Grade 3. Structural equation model results showed that word reading was related to gaze duration and rereading duration, but listening comprehension was not. Working memory and emergent literacy skills were related to eye movements, but their relations to eye movements were largely mediated by word reading. Eye movements were related to reading comprehension, but not after accounting for word reading and listening comprehension. These results expand our understanding of reading development by revealing the nature of relations of emergent literacy skills, reading, and listening comprehension to online processes.

摘要

我们检查了工作记忆、新兴识字技能（例如，语音意识、正字法意识、快速自动命名）、单词阅读和听力理解与在线阅读过程（眼球运动）之间的关系，以及它们与阅读理解的关系。共对 292 名学生进行了一年级工作记忆和紧急识字技能评估，三年级眼动、语言和阅读技能评估。结构方程模型结果表明，单词阅读与凝视时长和重读时长有关，但听力理解不是。工作记忆和紧急识字技能与眼动有关，但它们与眼动的关系主要是通过单词阅读来调节的。眼球运动与阅读理解有关，但不是在考虑单词阅读和听力理解之后。这些结果通过揭示新兴读写技能、阅读和听力理解与在线过程之间关系的性质，扩展了我们对阅读发展的理解。