Jiménez Juan E, Muñetón Mercedes A
Universidad de La Laguna, Facultad de Psicología, La Laguna, Spain.
Psicothema. 2010 Nov;22(4):813-21.
The main purpose of this study was to analyze the effects of computer-assisted practice on reading and spelling in children with learning disabilities (LD). We compared three practice conditions, one with reading and two with spelling, in order to test whether computer-based reading and spelling practice has an influence on the development of reading and spelling ability in children with LD. A sample was selected of 85 children with LD, with age range between 8 years and 10 years (age, M=111.02, SD=9.6), whose spelling performance was two years below grade level. The participants were randomly assigned to one of four groups: 1) Copy the target word from the computer screen (n=22), 2) Memorize the target word and write it from memory (n=21), 3) Word reading (n=21), and 4) the untrained control group (n=21). We administered measures of pseudoword reading, phonological awareness, phonological word decoding and orthographical word decoding tasks. We examined the learning effects and transfer effects on words classified as a function of length, consistency, and complexity of syllable structure. Overall, the results showed that reading training did not improve spelling; however, the children who participated in the copy training condition improved their spelling skills.
本研究的主要目的是分析计算机辅助练习对学习障碍（LD）儿童阅读和拼写的影响。我们比较了三种练习条件，一种是阅读练习，两种是拼写练习，以测试基于计算机的阅读和拼写练习是否对LD儿童的阅读和拼写能力发展有影响。选取了85名LD儿童作为样本，年龄在8岁至10岁之间（年龄，M = 111.02，SD = 9.6），其拼写成绩比年级水平低两年。参与者被随机分配到四组中的一组：1）从计算机屏幕上抄写目标单词（n = 22），2）记忆目标单词并凭记忆书写（n = 21），3）单词阅读（n = 21），以及4）未训练的对照组（n = 21）。我们进行了假词阅读、语音意识、语音单词解码和正字法单词解码任务的测量。我们检查了对根据音节结构的长度、一致性和复杂性分类的单词的学习效果和迁移效果。总体而言，结果表明阅读训练并没有提高拼写能力；然而，参与抄写训练条件的儿童提高了他们的拼写技能。
