语音学与阅读：对王、特雷泽克、勒克纳和保罗的回应。

Phonology and reading: a response to Wang, Trezek, Luckner, and Paul.

作者信息

Allen Thomas E, Clark M Diane, del Giudice Alex, Koo Daniel, Lieberman Amy, Mayberry Rachel, Miller Paul

机构信息

The Science of Learning Center on Visual Language and Visual Learning, Gallaudet University, Washington, DC, USA.

出版信息

Am Ann Deaf. 2009 Fall;154(4):338-45. doi: 10.1353/aad.0.0109.

DOI:10.1353/aad.0.0109

PMID:20066916

Abstract

Four critical responses to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.

摘要

本文呈现了对一篇文章《语音学及与语音相关技能在聋或重听学生阅读教学中的作用》（王、特雷泽克、勒克纳和保罗，2008年）的四种批判性回应。有人对王及其同事文章中关于聋读者阅读技能发展中语音意识“必要”条件的结论提出质疑。文中指出了一些研究结果（王及其同事未引用），这些结果显示音素意识与阅读理解之间的相关性较弱，而其他变量如整体语言技能和早期接触视觉语言之间的相关性较强。