Wise B W, Ring J, Olson R K
Department of Psychology, University of Colorado, Boulder, 80309, USA.
J Exp Child Psychol. 1999 Apr;72(4):271-304. doi: 10.1006/jecp.1999.2490.
One hundred twenty-two second- to fifth-grade (7- to 11-year-old) children with reading difficulties studied phonological awareness with or without explicit attention to articulation and with or without manipulation of sounds. They all studied identical phonics and read stories on the computer with speech and decoding support for difficult words. Regular-instruction controls received regularly scheduled language-arts or reading activities. After 40 h of training, children in all three trained conditions outperformed controls on all tests except math. Conditions that manipulated sounds showed advantages over the condition without explicit practice manipulating sounds, but only on the two measures of phonological awareness. Articulatory awareness training yielded no unique benefits during this training period. Individual differences in response to treatment related to initial levels of phonological awareness, naming speed, IQ, and grade. The similar outcomes of the three conditions suggest that specific variations in good phonological training may be less important than once thought for most children with reading difficulties.
122名二至五年级（7至11岁）有阅读困难的儿童学习了语音意识，有的明确关注发音，有的则不关注，有的对声音进行操作，有的则不操作。他们都学习了相同的自然拼读法，并在电脑上阅读配有语音和对难词进行解码支持的故事。常规教学对照组进行定期安排的语言艺术或阅读活动。经过40小时的训练后，除数学测试外，所有三种训练条件下的儿童在所有测试中的表现均优于对照组。对声音进行操作的条件比没有明确进行声音操作练习的条件表现出优势，但仅在两项语音意识测试中如此。在这个训练阶段，发音意识训练没有产生独特的益处。对治疗的反应的个体差异与语音意识的初始水平、命名速度、智商和年级有关。三种条件下的相似结果表明，对于大多数有阅读困难的儿童来说，良好语音训练中的具体差异可能没有曾经认为的那么重要。
