University of Washington, 322 Miller, Box 353600, Seattle, WA 98195-3600, USA.
Ann Dyslexia. 2013 Apr;63(1):1-24. doi: 10.1007/s11881-011-0054-0. Epub 2011 Aug 16.
To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n=12) or B (n=12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme-phoneme correspondences (gpc) for oral reading. At step 2, treatment A received gpc training for both oral reading and spelling, and treatment B received gpc training for oral reading and phonological awareness. At step 3, treatment A received orthographic spelling strategy and rapid accelerated reading program (RAP) training, and treatment B continued step 2 training. At step 4, treatment A received morphological strategies and RAP training, and treatment B received orthographic spelling strategy training. Each treatment also had the same integrated reading-writing activities, which many school assignments require. Both groups improved significantly in automatic letter writing, spelling real words, compositional fluency, and oral reading (decoding) rate. Treatment A significantly outperformed treatment B in decoding rate after step 3 orthographic training, which in turn uniquely predicted spelling real words. Letter processing rate increased during step 3 RAP training and correlated significantly with two silent reading fluency measures. Adding orthographic strategies with "working memory in mind" to phonics helps students with dyslexia spell and read English words.
为了找到治疗阅读障碍拼写和单词解码问题的有效方法，24 名 4 至 9 年级的阅读障碍学生在大学的课后读写工作坊中被随机分为 A 组（n=12）和 B 组（n=12）。（三十次，每次 1 小时，每周两次，持续 5 个月）。首先，两组学生都接受了第一阶段的语音文字对应（gpc）训练，用于朗读。在第二阶段，A 组接受了朗读和拼写的 gpc 训练，B 组接受了朗读和语音意识的 gpc 训练。在第三阶段，A 组接受了正字法拼写策略和快速加速阅读计划（RAP）训练，B 组继续进行第二阶段的训练。在第四阶段，A 组接受了形态策略和 RAP 训练，B 组接受了正字法拼写策略训练。每种治疗方法都有相同的读写综合活动，许多学校作业都需要这些活动。两组学生在自动字母书写、拼写真实单词、作文流畅性和朗读（解码）速度方面都有显著提高。在第三阶段的正字法训练后，A 组在解码速度上明显优于 B 组，而解码速度反过来又可以独特地预测拼写真实单词的能力。在第三阶段的 RAP 训练期间，字母处理速度增加，与两个默读流畅性测量指标显著相关。将“工作记忆”融入语音的正字法策略有助于阅读障碍学生拼写和阅读英语单词。
