Bradley L, Bryant P E
Dev Med Child Neurol. 1979 Aug;21(4):504-14. doi: 10.1111/j.1469-8749.1979.tb01655.x.
To investigate how backward readers spell and the connections between their spelling and their reading, a large group of backward readers and a comparable group of normal readers were given the same words to read and spell. The two skills were surprisingly separate in both groups, in that the children could read words which they did not spell and spell words which they did not read, although the discrepancy was greater in the backward readers. Further analysis suggested that both groups used a phonological cues in spelling more than in reading. This suggestion was supported in a second experiment, in which encouragement to use phonological cues changed the children's reading patterns.
为了研究阅读能力落后的读者是如何拼写的，以及他们的拼写与阅读之间的联系，我们让一大组阅读能力落后的读者和一组与之相当的正常读者阅读并拼写相同的单词。在这两组中，这两种技能惊人地相互独立，即孩子们能够读出他们不会拼写的单词，也能拼写出他们不会读的单词，尽管阅读能力落后的读者中这种差异更大。进一步的分析表明，两组在拼写时比阅读时更多地使用语音线索。在第二个实验中这一观点得到了支持，在该实验中，鼓励使用语音线索改变了孩子们的阅读模式。
