PDF(Pubmed)
Abstract：
Reading is vital for acquiring knowledge and studies have demonstrated that phonology-focused interventions generally yield greater improvements than meaning-focused interventions in English among children with reading disabilities. However, the effectiveness of reading instruction can vary among individuals. Among the various factors that impact reading skills like reading exposure and oral language skills, reading instruction is critical in facilitating children\'s development into skilled readers; it can significantly influence reading strategies, and contribute to individual differences in reading. To investigate this assumption, we developed a computational model of reading with an optimised MikeNet simulator. In keeping with educational practices, the model underwent training with three different instructional methods: phonology-focused training, meaning-focused training, and phonology-meaning balanced training. We used semantic reliance (SR), a measure of the relative reliance on print-to-sound and print-to-meaning mappings under the different training conditions in the model, as an indicator of individual differences in reading. The simulation results demonstrated a direct link between SR levels and the type of reading instruction. Additionally, the SR scores were able to predict model performance in reading-aloud tasks: higher SR scores were correlated with increased phonological errors and reduced phonological activation. These findings are consistent with data from both behavioral and neuroimaging studies and offer insights into the impact of instructional methods on reading behaviors, while revealing individual differences in reading and the importance of integrating OP and OS instruction approaches for beginning readers.
摘要：
阅读对于获取知识至关重要，研究表明，在阅读障碍儿童中，以语音为重点的干预措施通常比以英语为重点的干预措施产生更大的改善。然而,阅读教学的有效性因人而异。在影响阅读技能的各种因素中，如阅读接触和口语技能，阅读教学对于促进儿童发展成为熟练读者至关重要；它可以显著影响阅读策略，并有助于阅读的个体差异。为了调查这个假设，我们使用优化的MikeNet模拟器开发了阅读的计算模型。根据教育实践，该模型接受了三种不同教学方法的训练：以语音为重点的训练，以意义为中心的培训，和语音意义上的平衡训练。我们使用了语义依赖(SR)，在模型中不同训练条件下，对打印到声音和打印到含义映射的相对依赖性的度量，作为阅读中个体差异的指标。仿真结果表明，SR级别与阅读指令类型之间存在直接联系。此外,SR分数能够预测朗读任务中的模型表现:较高的SR分数与语音错误增加和语音激活减少相关。这些发现与行为和神经影像学研究的数据一致，并提供了有关教学方法对阅读行为影响的见解。同时揭示了阅读中的个体差异以及为初学者整合OP和OS教学方法的重要性。
