Hurford D P
Department of Psychology, Pittsburg State University, KS 66762.
J Learn Disabil. 1990 Nov;23(9):564-9. doi: 10.1177/002221949002300906.
The present study examined the possibility that phonemic discrimination training could improve the phonemic segmentation ability of children with reading disabilities. Half of the 32 children with reading disabilities (14 male and 4 female second graders and 10 male and 4 female third graders, with mean ages of 99.2 and 109.7 months, respectively) deficient in phonemic segmentation skills were assigned to the training group, while the other half acted as a nontrained control group. The trained children were successful at significantly improving their performance on the phonemic segmentation task. The control group made no improvement. Requiring children with reading disabilities to make discriminations concerning phonemic information may have helped them discover properties of the phoneme that they previously did not know.
本研究探讨了音位辨别训练能否提高阅读障碍儿童的音位分割能力。32名音位分割技能欠缺的阅读障碍儿童（其中14名男性和4名女性二年级学生，10名男性和4名女性三年级学生，平均年龄分别为99.2个月和109.7个月），一半被分配到训练组，另一半作为未训练的对照组。接受训练的儿童在音位分割任务上的表现得到了显著提高。对照组则没有进步。要求阅读障碍儿童对音位信息进行辨别，可能有助于他们发现自己以前不知道的音素特性。
