Blanchard J S
Percept Mot Skills. 1980 Dec;51(3 Pt 2):1271-81. doi: 10.2466/pms.1980.51.3f.1271.
The study sought to investigate transfer between single-word decoding skill and contextual reading comprehension using 60 sixth grade pupils classified as 30 poor and 30 very poor readers. There were two training groups, content-specific and non-content-specific. One group received single-word decoding training, which led to decoding mastery of all words to be read in narrative prose passages and the accompanying literal and inferential comprehension questions. The other group learned to identify and pronounce words, equal in difficulty and number to those of the content-specific group but never a part of the passages and questions for the study. Pupils given content-specific training answered significantly more literal and inferential questions correctly than did those given non-content-specific training. It is suggested that there is transfer between single-word decoding skill and contextual, literal and inferential comprehension.
该研究旨在利用60名六年级学生（分为30名阅读能力差的学生和30名阅读能力极差的学生）调查单字解码技能与上下文阅读理解之间的迁移情况。有两个训练组，即特定内容组和非特定内容组。一组接受单字解码训练，该训练使学生掌握了叙事散文段落中所有要阅读的单词以及相应的字面理解和推理理解问题。另一组学习识别和发音单词，这些单词在难度和数量上与特定内容组的单词相同，但从未作为研究段落和问题的一部分。接受特定内容训练的学生比接受非特定内容训练的学生正确回答的字面理解和推理问题要多得多。研究表明，单字解码技能与上下文、字面和推理理解之间存在迁移现象。
