Poskiparta E, Niemi P, Vauras M
Department of Psychology, University of Turku, Finland.
J Learn Disabil. 1999 Sep-Oct;32(5):437-46, 456. doi: 10.1177/002221949903200509.
Who among first graders benefit from training in linguistic awareness, and what components of the linguistic awareness are most amenable to training effects? At the beginning of Grade 1 prospective at-risk readers (26 out of 117) were identified on the basis of very low phonological awareness. In the autumn term, they received practice in linguistic awareness. When compared to controls individually matched controls on phonological awareness, listening comprehension, and WISC-R scores, the intervention group showed a more rapid building-up of phonological awareness, especially phoneme-blending ability, as well as superiority in word recognition, spelling, and listening comprehension, which were sustained until the end of Grade 1. Reading comprehension could not be compared because 8 of the 26 controls did not read fluently enough to be tested. The half of the control group with cognitive delays, receiving normal special education instruction, performed consistently worse than their matched pairs in the intervention group. The latter group showed development of phonological awareness, decoding, and spelling equal to that of the cognitively nearly average intervention group and their matched pairs in the control group, who received no additional support. These three groups, originally defined as at-risk readers, performed at the level of other preschool nonreaders at the end of Grade 1. In sum, the children with cognitive delays benefitted from training in linguistic awareness. The results underscore the importance of phoneme synthesis skills in beginning reading and spelling, at least with regular languages.
一年级学生中哪些人能从语言意识训练中受益？语言意识的哪些组成部分最容易受到训练效果的影响？在一年级开始时，根据极低的语音意识确定了117名潜在的风险读者（其中26名）。在秋季学期，他们接受了语言意识方面的练习。与在语音意识、听力理解和韦氏儿童智力量表修订版（WISC-R）分数方面进行个体匹配的对照组相比，干预组在语音意识，尤其是音素混合能力方面的提升更为迅速，在单词识别、拼写和听力理解方面也更具优势，这些优势一直持续到一年级结束。由于26名对照组中有8人阅读不够流利，无法进行阅读理解测试，因此无法进行比较。对照组中认知延迟的一半学生接受正常的特殊教育指导，其表现始终比干预组中与之匹配的学生差。后一组在语音意识、解码和拼写方面的发展与认知水平接近平均水平的干预组及其在对照组中与之匹配且未获得额外支持的学生相当。这三组最初被定义为风险读者，在一年级结束时的表现与其他学前非读者相当。总之，认知延迟的儿童从语言意识训练中受益。研究结果强调了音素合成技能在早期阅读和拼写中的重要性，至少对于常规语言来说是这样。
