Foorman B R, Liberman D
J Learn Disabil. 1989 Jun-Jul;22(6):349-55. doi: 10.1177/002221948902200605.
At the beginning of the school year, 80 first graders, half receiving phonics instruction and half receiving whole word instruction, were asked to spell, read aloud, and recognize 60 regular and exception words. A standardized reading test and phoneme segmentation test were also administered. Those above grade level in reading excelled in phonological recording and application of grapheme-phoneme correspondence rules and were weaker in utilization of visual-orthographic knowledge. Those below grade level applied visual more than phonological coding and benefited from the visual-orthographic knowledge available in a clue word. Results support a continuum of visual and phonological analysis skills in first-grade reading consistent with Frith's (1985) logographic, alphabetic, and orthographic skill levels.
在学年开始时，80名一年级学生被要求拼写、朗读并识别60个常规单词和例外单词，其中一半接受自然拼读法教学，另一半接受全词教学。同时还进行了标准化阅读测试和音素分割测试。阅读水平高于年级平均水平的学生在语音记录和字素-音素对应规则的应用方面表现出色，而在视觉正字法知识的运用方面则较弱。阅读水平低于年级平均水平的学生更多地运用视觉而非语音编码，并受益于线索词中可用的视觉正字法知识。研究结果支持了一年级阅读中视觉和语音分析技能的连续性，这与弗里思（1985年）的象形文字、字母文字和正字法技能水平一致。
