Porpodas C D
University of Patras, Department of Education, Greece.
J Learn Disabil. 1999 Sep-Oct;32(5):406-16. doi: 10.1177/002221949903200506.
This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ability to retain phonological information in short-term memory. The participants were tested in the reading of single letters, letter clusters, words, and nonwords, as well as in word and nonword spelling. Furthermore, their phonological processing knowledge was assessed via a battery of phonological awareness tasks and short-term memory phonetic-representation tasks. The main findings of the study were as follows: (a) Accurate decoding of Greek was achieved by almost every young child (attributed mainly to the nature of the Greek writing system); (b) the time the children needed to process a written item was the crucial index of their difficulty in literacy acquisition; (c) spelling was performed by deriving the orthographic form of a word on the basis of sound-spelling correspondence knowledge; (d) although the children with difficulties in literacy development had achieved a satisfactory performance in phonological processing, their performance was nevertheless significantly lower than that of the normal achievers; and (e) phonemic awareness and speech rate tasks were among the best predictors of learning to read and spell Greek words.
本研究考察了在读写能力获取方面面临困难的一年级希腊儿童以及正常水平儿童的阅读和拼写表现模式。此外，我们还研究了所获得的读写能力发展水平与儿童的语音意识以及在短期记忆中保留语音信息的能力之间的关系。参与者接受了单字母、字母组合、单词和非单词阅读以及单词和非单词拼写的测试。此外，通过一系列语音意识任务和短期记忆语音表征任务评估了他们的语音处理知识。该研究的主要发现如下：（a）几乎每个幼儿都能准确解码希腊语（主要归因于希腊书写系统的性质）；（b）儿童处理书面项目所需的时间是其在读写能力获取方面困难程度的关键指标；（c）拼写是通过基于音形对应知识推导单词的正字法形式来完成的；（d）尽管在读写能力发展方面有困难的儿童在语音处理方面取得了令人满意的表现，但他们的表现仍显著低于正常水平儿童；（e）音素意识和语速任务是学习阅读和拼写希腊语单词的最佳预测指标之一。
