Truxler Joan E, O'Keefe Bernard M
University of Toronto, Toronto, ON, Canada.
Augment Altern Commun. 2007 Jun;23(2):164-76. doi: 10.1080/07434610601151803.
This investigation examined the effects of phonological awareness instruction on four children, aged 8-9 years, with complex communication needs (CCN) who used augmentative and alternative communication (AAC). During Experiment 1 all four children acquired letter/sound correspondence and phoneme awareness at varying levels. One child reached criterion. Three children maintained their skills and one child generalized to 10 untaught letters/sounds. During Experiment 2 one of four children reached criterion in beginning word recognition and improved her post-intervention word identification. Three children increased their spelling ability. The results are interpreted within the framework of current theory and are suggestive of the skills children with complex communication needs may need in order to acquire early decoding skills.
本研究考察了语音意识训练对四名8至9岁、有复杂沟通需求（CCN）且使用辅助和替代沟通（AAC）的儿童的影响。在实验1中，所有四名儿童在不同程度上掌握了字母/发音对应关系和音素意识。一名儿童达到了标准。三名儿童保持了他们的技能，一名儿童将技能推广到10个未教授的字母/发音。在实验2中，四名儿童中有一名在开始单词识别方面达到了标准，并提高了干预后的单词识别能力。三名儿童提高了他们的拼写能力。研究结果在当前理论框架内进行了解释，并暗示了有复杂沟通需求的儿童为获得早期解码技能可能需要的技能。
