Schneider W, Ennemoser M, Roth E, Küspert P
Department of Psychology, University of Würzburg, Germany.
J Learn Disabil. 1999 Sep-Oct;32(5):429-36. doi: 10.1177/002221949903200508.
This study examined the effects of training in phonological awareness on kindergarten children. Comparisons of children at risk (i.e., children with initially low levels of metalinguistic ability) with initially average and advanced children revealed that training gains were similar for all of these groups. Furthermore, training had comparable long-term effects on reading and spelling in Grades 1 and 2 for each group. In fact, the trained children at risk showed better reading and spelling performance than a randomly selected control group. Although considerable individual differences in training effectiveness were found Within the group of at-risk children, there was clear evidence that the training program substantially reduced the risk of becoming dyslexic in school.
本研究考察了语音意识训练对幼儿园儿童的影响。对有风险的儿童（即元语言能力初始水平较低的儿童）与初始水平为中等和较高的儿童进行比较，结果显示所有这些组的训练收获相似。此外，每组在一年级和二年级时，训练对阅读和拼写具有相当的长期影响。事实上，接受训练的有风险儿童的阅读和拼写表现优于随机挑选的对照组。虽然在有风险儿童组内发现了训练效果存在相当大的个体差异，但有明确证据表明该训练项目大幅降低了在学校出现诵读困难的风险。
