Sayeski Kristin L, Earle Gentry A, Eslinger R Paige, Whitenton Jessy N
Department of Communication Sciences and Special Education, University of Georgia, 517 Aderhold Hall, Athens, GA, 30602, USA.
Ann Dyslexia. 2017 Apr;67(1):26-41. doi: 10.1007/s11881-016-0126-2. Epub 2016 Mar 11.
Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates' development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed.
将音素（语音）与字素（字母及字母组合）相匹配是解码（将印刷文字转换为语音）和编码（将语音转换为印刷文字）的一个重要方面。然而，许多未来的教师并未接受过关于音素 - 字素对应关系的明确培训。准确发出音素存在困难和/或对语音 - 符号对应关系缺乏理解，可能会使教师难以：（a）在常见评估中识别学生的错误；（b）在教授初级阅读或提供补救性阅读教学时为学生树立榜样。对于患有诵读困难症的学生而言，教师在这方面缺乏熟练度尤其成问题。本研究考察了两种学习条件（集中练习和分散练习）对未来教师音素 - 字素对应知识与技能发展的影响。采用了实验性的前测 - 后测 - 延迟测试设计，对未来教师（n = 52）进行研究，比较集中练习条件（一次60分钟课程）和分散练习条件（四次，每次15分钟，分布在4周内）下学习与字母及字母组合相关音素的情况。在正确发出与不同字母和字母组合相关音素的能力方面，分散练习条件下的参与者显著优于集中练习条件下的参与者。文中还讨论了对教师培训的启示。
