Berninger V W, Abbott R D, Zook D, Ogier S, Lemos-Britton Z, Brooksher R
Department of Educational Psychology, University of Washington, Seattle 98195-3600, USA.
J Learn Disabil. 1999 Nov-Dec;32(6):491-503. doi: 10.1177/002221949903200604.
Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed.
在一年级末因阅读困难被教师转介的48名儿童被随机分配到三种治疗方法中，所有方法都模拟书面和口头单词之间的联系，但不教授拼读规则，进行八次半小时的个别辅导课程。使用全词法教授48个拼写-发音可预测性顺序不同的单词（Venezky，1995），以建立单词名称与其组成字母之间的联系；使用子词法，以建立每个颜色编码的拼写单元与其相应音素之间的联系；或使用全词法和子词法相结合的方法。无论使用哪种方法，儿童在标准化阅读测试和所学单词方面都有可靠的进步，表明即使不教授规则，他们也能在全词和子词层面建立书面和口头单词之间的联系。到后测时，子词法在真实单词阅读的标准化测试中显示出可靠的优势。与多字母和单字母拼写单元相关的发音知识可预测阅读成绩。拼写-发音可预测性顺序（容易、中等、困难）与前测和后测的标准化阅读测试相关，并且由于干预，这种关系的程度有所增加。言语智力、快速自动命名以及语音和正字法技能的个体差异可预测对干预的反应。讨论了结果的教学意义。
