van Daal V H, van der Leij A
Department of Special Education, Free University of Amsterdam, The Netherlands.
J Learn Disabil. 1992 Mar;25(3):186-95. doi: 10.1177/002221949202500306.
To examine the effects of computer-based reading and spelling practice on the development of reading and spelling skills, a pretest-training-posttest experiment was conducted in The Netherlands. Eleven girls and 17 boys with written language disorders (on the average, 9 years, 7 months old and performing 2 grades below age expectancy) practiced hard-to-read words under three conditions: reading from the computer screen, copying from the screen, and writing from memory after presentation on the screen. For all words, whole-word sound was available on call during practice. To assess learning effects, both a dictation and a read-aloud task were administered in which nonpracticed control words were also presented. During training, the computer kept record of several aspects of the pupils' learning behavior. It was found that copying words from the screen resulted in significantly fewer spelling errors on the posttest than writing words from memory, and that both forms of spelling practice led to fewer spelling errors than only reading words during practice. All three forms of practice improved to the same degree both the accuracy and fluency of reading the practiced words aloud. The way in which spelling and reading practice, in combination with speech feedback, support the development of phonological skills in children with written language disorders is highlighted in the discussion.
为了研究基于计算机的阅读和拼写练习对阅读与拼写技能发展的影响，荷兰进行了一项前测-训练-后测实验。11名女孩和17名男孩患有书面语言障碍（平均年龄为9岁7个月，成绩比预期年龄低两个年级），他们在三种条件下练习认读难度较大的单词：从电脑屏幕上阅读、从屏幕上抄写、在屏幕上显示后凭记忆书写。在练习过程中，所有单词只要调用就能听到整个单词的发音。为了评估学习效果，进行了听写和朗读任务，其中也呈现了未练习过的对照单词。在训练过程中，计算机记录了学生学习行为的几个方面。结果发现，与凭记忆书写相比，从屏幕上抄写单词在后测中的拼写错误明显更少，而且两种拼写练习形式导致的拼写错误都比仅在练习时阅读单词要少。所有三种练习形式在大声朗读练习单词的准确性和流畅性方面都有相同程度的提高。讨论中强调了拼写和阅读练习与语音反馈相结合支持患有书面语言障碍儿童语音技能发展的方式。
