抄録
Two reading time components, reading latency (RL) and articulation time (AT), were explored in word and nonword reading in a boy (P1) exhibiting reading difficulty characterized by profound phonological deficits. In Experiment 1, the reading time components were longitudinally assessed from Grades 1 to 5. During the period from Grades 1 to 3, P1's persistent reading speed deficits had different causes: delayed RL in word reading and longer AT in nonword reading. When he was in Grade 5, however, the most significant deficit was found in RL for nonword reading. In Experiment 2, P1's reading strategies for word and nonword reading were examined, focusing on word-length effects on the reading time components. The results indicated that reading deficits were found only in his RL, regardless of word length or meaningfulness of stimuli, indicating that P1 had developed and applied his own reading strategy to compensate for his reading problem. On the basis of the results of the experiments, the applicability and usefulness of the reading time components were discussed.
