LEARNING TO READ - EVIDENCE ON THE DISTINCTION BETWEEN DECODING AND COMPREHENSION SKILLS

被引：32

作者：

PAZZAGLIA, F

CORNOLDI, C

TRESSOLDI, PE

机构：

来源：

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 1993年 / 8卷 / 03期

关键词：

COMPREHENSION; DECODING; READING DISABILITIES; READING READINESS;

D O I：

10.1007/BF03174080

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The paper focuses on the importance of distinguishing between decoding and comprehension skills in reading. This distinction can also be applied to the study of precursors of reading and of the first phases of reading acquisition. The reconsideration of a 15-year research program shows evidence and implications of such a dissociation. In particular the paper reviews psychometric research concerning reading performance in first and second grade, research on precursors of reading, the effects of early programs devoted to develop reading abilities. Decoding and comprehension reading components appear at least partially separated, related to different underlying cognitive abilities differently sensitive to enrichment programs.

引用

页码：247 / 258

页数：12

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