發展性閱讀障礙跨語言分析──聲韻處理影響中文閱讀發展嗎？

Cross-linguistic Analysis of Developmental Dyslexia─ Does Phonology Matter in Learning to Read Chinese?

在拼音文字中，研究證據顯示聲韻處理缺陷是造成閱讀障礙的主要原因。聲韻處理作業一般有三種定義：聲韻覺識、聲韻工作記憶以及快速唸名。其中，以聲韻覺識為最有效的預測指標。鑑於漢字字形和字音的對應與拼音文字迥異，聲韻覺識於漢字閱讀發展的作用招致諸多懷疑。我們認為聲韻覺識是對於抽象語言規則的覺知，主要的作用在於覺知連續的言語訊號是可分離的，字形字音的對應是輔助的作用，並非必要或充分條件。再者，對於初學者言，漢字字形字音的對應，可以透過標音系統達成。漢字的學習，還是涵蓋聲韻覺識的兩種機制。在論文中，以漢語、英語為範例，討論跨語言聲韻處理作用影響閱讀發展的可能性。

Phonological processing deficit has been ascertained to be the core cognitive deficit of developmental dyslexia—in alphabetic languages at least. Measures of phonological processing typically include three components: phonemic awareness, phonological working memory, and rapid automatic naming. Among the three tasks, phonemic awareness was the most powerful predictor of reading abilities. Because the Chinese language has no explicit rules for mapping from the orthographic constituent to the phonological form of a Chinese character, it has been argued that phonological awareness plays no role in reading acquisition in Chinese. We point out that phonological awareness is a metalinguistic understanding that spoken words can be decomposed into functional phonological units and that orthographic-to-phonological mapping in a script is not a necessary condition for determining the effects of phonological awareness on reading acquisition. We contend that orthographic-to-phonological mapping only acts as a secondary processing for representing phonological segments and self-teaching, and that phonetic symbols used in Chinese can fulfill the function of this secondary processing. We present comparisons between Chinese and English that suggest a universal structure for reading and reading acquisition.