Thaler Verena, Ebner Eva Maria, Wimmer Heinz, Landerl Karin
University of Salzburg, Department of Psychology, Salzburg, Austria.
Ann Dyslexia. 2004 Jun;54(1):89-113. doi: 10.1007/s11881-004-0005-0.
The outcome of a training study attempting to increase German speaking poor readers' reading fluency is reported. The aim of the training was to help children establish orthographic representations for a limited set of training words as well as for high-frequency onset clusters. A sample of 20 dysfluent readers (8-11 years) received a computerized training of repeated reading of a limited set of 32 training words over a period of up to 25 days. Each day training words were presented up to six times with a special emphasis on the onset segment. Post-tests were carried out one and five weeks after the last training day. A considerable decrease in reading times could be achieved for the trained words that remained stable for both post-tests, however, even for the limited set of training words a remarkable amount of repetitions did not lead to age adequate word recognition speed. Generalization to untrained words starting with a trained onset cluster (transfer words) was statistically reliable but small.
报告了一项旨在提高德语阅读能力较差的读者阅读流畅性的训练研究结果。该训练的目的是帮助儿童为一组有限的训练单词以及高频词首音节建立正字法表征。20名阅读不流畅的读者（8至11岁）组成的样本接受了一项计算机化训练，在长达25天的时间里反复阅读一组32个有限的训练单词。每天训练单词会呈现多达六次，特别强调词首部分。在最后一个训练日之后的一周和五周进行了后测。对于经过训练的单词，阅读时间有显著减少，且在两次后测中保持稳定，然而，即使对于这组有限的训练单词，大量的重复阅读也未能使单词识别速度达到与年龄相符的水平。对以训练过的词首音节开头的未训练单词（迁移单词）的泛化在统计学上是可靠的，但程度较小。
