哪些孩子在学习字母发音时能从字母名称中受益？
Which children benefit from letter names in learning letter sounds?
作者信息
Treiman Rebecca, Pennington Bruce F, Shriberg Lawrence D, Boada Richard
机构信息
Department of Psychology, Washington University, Campus Box 1125, One Brookings Drive, St. Louis, MO 63130, USA.
出版信息
Cognition. 2008 Mar;106(3):1322-38. doi: 10.1016/j.cognition.2007.06.006. Epub 2007 Aug 9.
Typical U.S. children use their knowledge of letters' names to help learn the letters' sounds. They perform better on letter sound tests with letters that have their sounds at the beginnings of their names, such as v, than with letters that have their sounds at the ends of their names, such as m, and letters that do not have their sounds in their names, such as h. We found this same pattern among children with speech sound disorders, children with language impairments as well as speech sound disorders, and children who later developed serious reading problems. Even children who scored at chance on rhyming and sound matching tasks performed better on the letter sound task with letters such as v than with letters such as m and h. Our results suggest that a wide range of children use the names of letters to help learn the sounds and that phonological awareness, as conventionally measured, is not required in order to do so.
典型的美国儿童利用他们对字母名称的了解来帮助学习字母的发音。在字母发音测试中，对于那些发音在其名称开头的字母，如v，他们的表现要优于发音在其名称末尾的字母，如m，以及名称中没有其发音的字母，如h。我们在患有语音障碍的儿童、患有语言障碍以及语音障碍的儿童，以及后来出现严重阅读问题的儿童中发现了同样的模式。即使在押韵和声音匹配任务中得分处于随机水平的儿童，在字母发音任务中，对于像v这样的字母，其表现也优于像m和h这样的字母。我们的结果表明，很多儿童使用字母名称来帮助学习发音，而且这样做并不需要传统测量的语音意识。
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