Preschool Language and Literacy Lab, The Ohio State University, Columbus, OH 43210, USA.
J Exp Child Psychol. 2010 Apr;105(4):324-44. doi: 10.1016/j.jecp.2009.12.008. Epub 2010 Jan 25.
Preschool-age children (N=58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children's phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.
将学龄前儿童（N=58）随机分配接受字母名称和发音、仅字母发音或数字（对照）教学。采用多层次模型，根据教学条件以及字母和儿童的特点，研究字母名称和发音的学习情况。具体而言，根据字母名称的结构、名称是否包含其发音的线索以及儿童的语音处理技能，研究学习情况。与过去的研究一致，接受字母名称和发音教学的儿童最有可能学习其名称包含发音线索的字母的发音，而无论其语音处理技能如何。只有具有较高语音技能的儿童在对照条件下表现出类似的效果。讨论了其实践意义。
