Prior M, Frye S, Fletcher C
Dev Med Child Neurol. 1987 Feb;29(1):64-71. doi: 10.1111/j.1469-8749.1987.tb02108.x.
The effectiveness of Bradley's modification of the method of Simultaneous Oral Spelling (SOS) remedial training for both spelling and reading was assessed in this study. Subgroups of disabled readers, 'Chinese' (dysphonetic) and 'Phonecians' (dyseidetic), received six remedial sessions and were assessed immediately after treatment and then two months later on spelling of the training words and on general reading measures. Compared with a non-treated group, the two experimental groups showed significant but different general gains in reading. SOS training appears to be more effective for the teaching of regular words, as opposed to exceptional ones.
本研究评估了布拉德利对同时口头拼写（SOS）补救训练方法的改进在拼写和阅读方面的有效性。阅读障碍亚组，即“中文组”（语音障碍型）和“拼音组”（视觉障碍型），接受了六次补救训练课程，并在治疗后立即以及两个月后对训练单词的拼写和一般阅读能力进行了评估。与未治疗组相比，两个实验组在阅读方面均有显著但不同的总体进步。与特殊单词相比，SOS训练似乎对常规单词的教学更有效。
