Abstract

The current study examined the contribution of semantic knowledge to the process of reading aloud unfamiliar words among thirty non-typical readers from third grade. The performances of reading aloud were tested by using three lists of pseudowords: semantic, phonological, and un-trained. For each pseudoword in the list of semantic condition, an invented meaning was matched, and the participants orally trained to learn such invented meaning. For the list of the phonological condition, the participants were orally taught the pronunciation of the pseudowords only, while the third list of pseudowords was not trained at all. After the training phase, the subjects were examined by reading aloud the pseudowords which were presented randomly. For all lists of the pseudowords, there was no orthographic exposure before the reading trial. The findings showed that the higher levels of accuracy were significantly recorded for the semantic condition as compared to the other conditions, without a significant difference in the reading rate between all the conditions. The current findings were discussed in the context of the contribution of semantic activation to reading aloud of written words.

摘要

本研究考察了 30 名三年级非典型读者中语义知识对朗读生词过程的贡献。通过使用三个伪词列表来测试大声朗读的表现：语义、语音和未经训练。对于语义条件列表中的每个伪词，都会匹配一个发明的含义，并且参与者接受口头训练以学习这种发明的含义。对于语音条件列表，参与者仅口头教授伪词的发音，而第三个伪词列表则根本没有训练。在训练阶段之后，通过大声朗读随机呈现的伪词来检查受试者。对于所有的伪词列表，在阅读试验之前没有正字法暴露。研究结果表明，与其他条件相比，语义条件的准确度水平显着提高，所有条件之间的阅读率没有显着差异。目前的研究结果是在语义激活对大声朗读书面文字的贡献的背景下讨论的。