McArthur Genevieve, Castles Anne, Kohnen Saskia, Larsen Linda, Jones Kristy, Anandakumar Thushara, Banales Erin
Macquarie University, Sydney, Australia
Macquarie University, Sydney, Australia.
J Learn Disabil. 2015 Jul-Aug;48(4):391-407. doi: 10.1177/0022219413504996. Epub 2013 Oct 1.
The aims of this study were to (a) compare sight word training and phonics training in children with dyslexia, and (b) determine if different orders of sight word and phonics training have different effects on the reading skills of children with dyslexia. One group of children (n = 36) did 8 weeks of phonics training (reading via grapheme-phoneme correspondence rules) and then 8 weeks of sight word training (reading irregular words as a whole), one group did the reverse (n = 36), and one group did phonics and sight word training simultaneously for two 8-week periods (n = 32). We measured the effects of phonics and sight word training on sight word reading (trained irregular word reading accuracy, untrained irregular word reading accuracy), phonics reading (nonword reading accuracy, nonword reading fluency), and general reading (word reading fluency, reading comprehension). Sight word training led to significant gains in sight word reading measures that were larger than gains made from phonics training, phonics training led to statistically significant gains in a phonics reading measure that were larger than gains made from sight word training, and both types of training led to significant gains in general reading that were similar in size. Training phonics before sight words had a slight advantage over the reverse order. We discuss the clinical implications of these findings for improving the treatment and assessment of children with dyslexia.
（a）比较诵读困难儿童的视觉词训练和自然拼读训练；（b）确定视觉词训练和自然拼读训练的不同顺序对诵读困难儿童阅读技能的影响是否不同。一组儿童（n = 36）先进行了8周的自然拼读训练（通过音素-字母对应规则阅读），然后进行8周的视觉词训练（将不规则单词作为一个整体阅读），一组儿童（n = 36）则顺序相反，还有一组儿童（n = 32）在两个8周的时间段内同时进行自然拼读训练和视觉词训练。我们测量了自然拼读训练和视觉词训练对视觉词阅读（训练的不规则单词阅读准确性、未训练的不规则单词阅读准确性）、自然拼读阅读（非单词阅读准确性、非单词阅读流畅性）和一般阅读（单词阅读流畅性、阅读理解）的影响。视觉词训练在视觉词阅读测量方面带来了显著提高，且提高幅度大于自然拼读训练；自然拼读训练在一项自然拼读阅读测量方面带来了统计学上显著的提高，且提高幅度大于视觉词训练；两种训练在一般阅读方面都带来了显著提高，且提高幅度相似。先进行自然拼读训练再进行视觉词训练比相反顺序略有优势。我们讨论了这些研究结果对改善诵读困难儿童治疗和评估的临床意义。
