Piasta Shayne B, Purpura David J, Wagner Richard K
The Ohio State University.
Read Writ. 2010 Jul 1;23(6):607-626. doi: 10.1007/s11145-009-9174-x.
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15 minute lessons were provided, with children pre- and post-tested on alphabet, phonological awareness, letter-word identification, emergent reading, and developmental spelling measures. Results suggest benefits of combined letter name and sound instruction in promoting children's letter sound acquisition. Benefits did not generalize to other emergent literacy skills.
学龄前儿童（n = 58）被随机分配接受关于字母名称和/或发音或数字的小组教学（处理后的对照组）。字母教学遵循目前幼儿教室中使用的两种方法之一：字母名称和发音结合教学或仅字母发音教学。共提供了34节15分钟的课程，并对儿童进行了关于字母表、语音意识、字母-单词识别、早期阅读和发展性拼写测量的前后测试。结果表明，字母名称和发音结合教学在促进儿童字母发音习得方面有好处。但这些好处并未推广到其他早期读写技能上。
