Wise B W, Ring J, Olson R K
University of Colorado, USA.
J Exp Child Psychol. 2000 Nov;77(3):197-235. doi: 10.1006/jecp.1999.2559.
Two hundred second- to fifth-grade students (aged approximately 7 to 11 years) spent 29 h in a computer-assisted remedial reading program that compared benefits from accurate, speech-supported reading in context, with and without explicit phonological training. Children in the "accurate-reading-in-context" condition spent 22 individualized computer hours reading stories and 7 small-group hours learning comprehension strategies. Children in the "phonological-analysis" condition learned phonological strategies in 7 small-group hours, and divided their computer time between phonological exercises and story reading. Phonologically trained children gained more in phonological skills and untimed word reading; children with more contextual reading gained more in time-limited word reading. Lower level readers gained more, and benefited more from phonological training, than higher level readers. In follow-up testing, most children maintained or improved their levels, but not their rates, of training gains. Phonologically trained children scored higher on phonological decoding, but children in both conditions scored equivalently on word reading.
200名二至五年级学生（年龄约7至11岁）参加了一个为期29小时的计算机辅助阅读补救项目，该项目比较了在有和没有明确语音训练的情况下，在语境中进行准确的、有语音支持的阅读所带来的益处。“语境中准确阅读”组的儿童花22个小时在电脑上进行个性化的故事阅读，并花7个小时进行小组阅读理解策略学习。“语音分析”组的儿童花7个小时进行小组语音策略学习，并将他们的电脑时间分配在语音练习和故事阅读之间。接受语音训练的儿童在语音技能和不限时单词阅读方面进步更大；进行更多语境阅读的儿童在限时单词阅读方面进步更大。与高水平读者相比，低水平读者进步更大，且从语音训练中受益更多。在后续测试中，大多数儿童保持或提高了他们的训练水平，但训练速度没有提高。接受语音训练的儿童在语音解码方面得分更高，但两组儿童在单词阅读方面得分相当。
