Swanson H L, Ramalgia J M
University of California, School of Education, Riverside 92521.
J Learn Disabil. 1992 Jun-Jul;25(6):396-407. doi: 10.1177/002221949202500608.
The purpose of the study was to determine the degree to which 31 (23 boys and 8 girls) 13-year-old children with learning disabilities from Grades 7, 8, and 9 were comparable to younger (9-year-old) reading- and spelling-matched controls in (a) phonological similarity effects, (b) phonetically based misspellings, and (c) relationships between memory and spelling performance. Children with reading disabilities and reading-recognition-matched controls, subgrouped by spelling ability, were compared on their memory for phonetically similar and dissimilar word lists and types of spelling errors. The results indicate that children with reading disabilities who are matched to younger children on both reading recognition and spelling ability exhibit normal phonological effects on memory and spelling measures. Within each reading group, low spellers produced more semiphonetic errors than high spellers, and high spellers produced more phonetic errors than low spellers. Significant correlations between memory and spelling error measures were more frequent for children with reading disabilities when compared to controls matched on reading and spelling ability. It was concluded that the phonological performance of reading/spelling-matched children with reading disabilities is characterized by an overreliance on phonological codes, whereas their counterparts' performance reflects independent and less generalizable use of phonological substrates across tasks.
本研究的目的是确定31名（23名男孩和8名女孩）来自七年级、八年级和九年级的13岁学习障碍儿童在以下方面与年龄较小（9岁）的阅读和拼写匹配对照组的可比程度：（a）语音相似性效应，（b）基于语音的拼写错误，以及（c）记忆与拼写表现之间的关系。将阅读障碍儿童和阅读识别匹配对照组按拼写能力分组，比较他们对语音相似和不相似单词列表的记忆以及拼写错误类型。结果表明，在阅读识别和拼写能力方面与年龄较小儿童匹配的阅读障碍儿童在记忆和拼写测量上表现出正常的语音效应。在每个阅读组中，拼写能力低的儿童产生的半语音错误比拼写能力高的儿童多，而拼写能力高的儿童产生的语音错误比拼写能力低的儿童多。与阅读和拼写能力匹配的对照组相比，阅读障碍儿童的记忆与拼写错误测量之间的显著相关性更为常见。研究得出结论，阅读/拼写匹配的阅读障碍儿童的语音表现特征是过度依赖语音编码，而他们的对照组的表现反映了在不同任务中对语音基础的独立且不太普遍的运用。
