How Visual Word Decoding and Context-Driven Auditory Semantic Integration Contribute to Reading Comprehension: A Test of Additive vs. Multiplicative Models

被引：6

作者：

Li, Yu ^{[1
]}

Xing, Hongbing ^{[2
]}

Zhang, Linjun ^{[3
,4
]}

Shu, Hua ^{[5
]}

Zhang, Yang ^{[6
,7
]}

机构：

[1] BNU HKBU United Int Coll, Div Sci & Technol, Zhuhai 519087, Peoples R China

[2] Beijing Language & Culture Univ, Inst Educ Policy & Evaluat Int Students, Beijing 100083, Peoples R China

[3] Beijing Language & Culture Univ, Beijing Adv Innovat Ctr Language Resources, Beijing 100083, Peoples R China

[4] Beijing Language & Culture Univ, Coll Adv Chinese Training, Beijing 100083, Peoples R China

[5] Beijing Normal Univ, State Key Lab Cognit Neurosci & Learning, Beijing 100875, Peoples R China

[6] Univ Minnesota, Dept Speech Language Hearing Sci, Minneapolis, MN 55455 USA

[7] Univ Minnesota, Ctr Neurobehav Dev, Minneapolis, MN 55455 USA

来源：

BRAIN SCIENCES | 2021年 / 11卷 / 07期

关键词：

reading comprehension; speech-in-noise recognition; nature F-0 contours; flattened F-0 contours; Chinese character decoding; FUNDAMENTAL-FREQUENCY CONTOURS; SIMPLE VIEW; FORM AREA; DEVELOPMENTAL DYSLEXIA; COMPONENTIAL MODEL; ADOLESCENT READERS; CHINESE; SPEECH; PERCEPTION; CHILDREN;

D O I：

10.3390/brainsci11070830

中图分类号：

Q189 [神经科学];

学科分类号：

071006 ;

摘要：

Theories of reading comprehension emphasize decoding and listening comprehension as two essential components. The current study aimed to investigate how Chinese character decoding and context-driven auditory semantic integration contribute to reading comprehension in Chinese middle school students. Seventy-five middle school students were tested. Context-driven auditory semantic integration was assessed with speech-in-noise tests in which the fundamental frequency (F-0) contours of spoken sentences were either kept natural or acoustically flattened, with the latter requiring a higher degree of contextual information. Statistical modeling with hierarchical regression was conducted to examine the contributions of Chinese character decoding and context-driven auditory semantic integration to reading comprehension. Performance in Chinese character decoding and auditory semantic integration scores with the flattened (but not natural) F-0 sentences significantly predicted reading comprehension. Furthermore, the contributions of these two factors to reading comprehension were better fitted with an additive model instead of a multiplicative model. These findings indicate that reading comprehension in middle schoolers is associated with not only character decoding but also the listening ability to make better use of the sentential context for semantic integration in a severely degraded speech-in-noise condition. The results add to our better understanding of the multi-faceted reading comprehension in children. Future research could further address the age-dependent development and maturation of reading skills by examining and controlling other important cognitive variables, and apply neuroimaging techniques such as functional magmatic resonance imaging and electrophysiology to reveal the neural substrates and neural oscillatory patterns for the contribution of auditory semantic integration and the observed additive model to reading comprehension.

引用

页数：13