PURPOSE The purpose of the present study was to investigate the relationship between speechreading ability, phonological skills, and word reading ability in typically developing children. METHOD Sixty-six typically developing children (6-7 years old) completed tasks measuring word reading, speechreading (words, sentences, and short stories), alliteration awareness, rhyme awareness, nonword reading, and rapid automatized naming (RAN). RESULTS Speechreading ability was significantly correlated with rhyme and alliteration awareness, phonological error rate, nonword reading, and reading ability (medium effect sizes) and RAN (small effect size). Multiple regression analyses showed that speechreading was not a unique predictor of word reading ability beyond the contribution of phonological skills. A speechreading error analysis revealed that children tended to use a phonological strategy when speechreading, and in particular, this strategy was used by skilled speechreaders. CONCLUSIONS The current study provides converging evidence that speechreading and phonological skills are positively related in typically developing children. These skills are likely to have a reciprocal relationship, and children may benefit from having their attention drawn to visual information available on the lips while learning letter sounds or learning to read, as this could augment and strengthen underlying phonological representations.

中文翻译：

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儿童的语音阅读、语音技能和文字阅读能力。


目的本研究的目的是调查典型发育儿童的语音阅读能力、语音技能和单词阅读能力之间的关系。方法 66 名正常发育的儿童（6-7 岁）完成了测量单词阅读、语音阅读（单词、句子和短篇故事）、头韵意识、韵律意识、非单词阅读和快速自动命名 (RAN) 的任务。结果 语音阅读能力与韵律和头韵意识、语音错误率、非单词阅读、阅读能力（中等效应量）和 RAN（小效应量）显着相关。多元回归分析表明，除了语音技能的贡献之外，语音阅读并不是单词阅读能力的唯一预测因素。语音阅读错误分析表明，儿童在语音阅读时倾向于使用语音策略，特别是熟练的语音阅读者会使用这种策略。结论 目前的研究提供了一致的证据，表明言语阅读和语音技能在正常发育的儿童中呈正相关。这些技能可能存在相互关系，孩子们在学习字母发音或学习阅读时，可能会因为将注意力吸引到嘴唇上的视觉信息而受益，因为这可以增强和加强潜在的语音表征。