- 作者：L. Pourcin ; laure.pourcin@univ-amu.fr" class="auth_mail" title="E-mail the corresponding author ; L. Sprenger-Charolles ; A. El Ahmadi ; P. Colé
- 关键词：Reading level assessment ; Lexical reading procedure ; Sublexical reading procedure ; Lexicality effect ; Length effect ; Regularity effect ; Word-level reading skills ; Phonemic awareness ; Phonological short-term memory ; Rapid naming
- 刊名：Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology
- 出版年：2016
- 出版时间：January 2016
- 年：2016
- 卷：66
- 期：1
- 页码：23-37
- 全文大小：2408 K
Objective
We used EVALEC (Sprenger-Charolles, Colé, Béchennec, & Kipffer-Piquard, 2005) to collect data on the word-level reading skills and reading-related skills (phonemic awareness, phonological short-term memory, and rapid naming) of middle school children (Grades 6 to 9, about 80 in each grade).
Method
In the tests focused on word-level reading skills, the effects of regularity (regular vs. irregular words), lexicality, and length (short vs. long irregular words and pseudowords) were examined. Accuracy and processing times were recorded for all tests.
Results
The effects of both regularity and lexicality were significant, whatever the measure and independently of grade. Both accuracy and speed were lower for longer pseudowords, whereas length did not have a significant effect on irregular word latencies and, surprisingly, long irregular words were read more accurately than short ones. Reading level as assessed by a standardized test (Lefavrais, 2005) was not predicted by phonological short-term memory; rapid naming (color names) and phonemic awareness were both predictors but, in both cases, only response times predicted reading level.
Conclusion
These results, and particularly those from the reading tasks, are discussed in relation to models of written-word recognition developed to account for the reading of multisyllabic items (Perry, Ziegler, & Zorzi, 2010) in orthographies shallower than English (Perry, Ziegler, & Zorzi, 2014).