ABSTRACT

Visual-verbal-paired associate learning (PAL) is strongly related to reading acquisition, possibly indexing a distinct cross-modal mechanism for learning letter-sound associations. We measured linguistic abilities (nonword repetition, vocabulary size) longitudinally at 3.5 and 4.0 years, and visual-verbal PAL and letter knowledge at 4.0 and 4.5 years, in pre-reading children either at family risk for dyslexia (N = 27) or not (N = 25). Only nonword repetition predicted individual differences in later letter-sound knowledge, and PAL did not make a cross-sectional nor a longitudinal contribution. The data show a continuous relationship between linguistic processing abilities and letter-sound learning, with no independent role for PAL.

摘要

视觉语言配对学习 (PAL) 与阅读习得密切相关，可能索引了一种用于学习字母声音关联的独特跨模态机制。我们在 3.5 年和 4.0 年纵向测量了语言能力（非单词重复、词汇量），并在 4.0 和 4.5 年测量了有阅读障碍家庭风险（N = 27）或没有阅读障碍的预读儿童的视觉-语言 PAL 和字母知识(N = 25)。只有非单词重复预测了后期字母发音知识的个体差异，而 PAL 没有做出横断面或纵向贡献。数据显示语言处理能力和字母发音学习之间存在持续的关系，PAL 没有独立的作用。