参与干预的一年级学生的语言意识和词汇量与单词阅读和拼写的关系。
The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
机构信息
Correspondence to Young-Suk Kim:
出版信息
Lang Speech Hear Serv Sch. 2013 Oct;44(4):337-47. doi: 10.1044/0161-1461(2013/12-0013). Epub 2013 Jul 5.
Abstract
PURPOSE
The relations of phonological, orthographic, and morphological awareness and vocabulary to word reading and spelling were examined for 304 first-grade children who were receiving differentiated instruction in a Response to Intervention (RtI) model of instruction.
METHOD
First-grade children were assessed on their phonological, orthographic, and morphological awareness; expressive vocabulary; word reading; and spelling. Year-end word reading and spelling were outcome variables, and phonological, orthographic, and morphological awareness; expressive vocabulary; and RtI status (Tiers 1, 2, & 3) were predictor variables.
RESULTS
The 3 linguistic awareness skills were unique predictors of word reading, and phonological and orthographic awareness were unique predictors of spelling. The contributions that these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children's RtI tier status.
CONCLUSION
These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy abilities. Educational implications are discussed.
摘要
目的
本研究调查了 304 名正在接受反应式干预（RtI）教学模式差异化教学的一年级儿童的语音、正字法和形态意识与词汇对单词阅读和拼写的关系。
方法
对一年级儿童进行语音、正字法和形态意识、表达性词汇、单词阅读和拼写评估。学年末的单词阅读和拼写是结果变量，语音、正字法和形态意识、表达性词汇和 RtI 状态（第 1、2 和 3 层）是预测变量。
结果
3 种语言意识技能是单词阅读的独特预测因素，语音和正字法意识是拼写的独特预测因素。这些语言意识技能和词汇对单词阅读和拼写的贡献不因儿童的 RtI 层级状态而异。
结论
这些结果与之前的研究表明，即使是刚开始阅读和拼写的儿童，他们在阅读和拼写单词时也会运用多种语言意识技能，而不论其读写能力水平如何。讨论了教育意义。
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