MacDonald G W, Cornwall A
Department of Psychology, IWK Children's Hospital, Halifax, Nova Scotia, Canada.
J Learn Disabil. 1995 Oct;28(8):523-7. doi: 10.1177/002221949502800807.
This study reports follow-up data from 24 teenagers (mean age = 17 years; 11 boys and 13 girls) who had participated in a study of phonological analysis and reading and spelling abilities 11 years earlier, when they were enrolled in kindergarten. The results indicated that phonological awareness ability assessed during kindergarten (via the Auditory Analysis Test) was a significant predictor of word identification and spelling skills 11 years later, when both socioeconomic status and vocabulary development were controlled. In contrast, socioeconomic status, vocabulary development, word recognition, and spelling achievement assessed at kindergarten were not significantly correlated with reading and spelling achievement 11 years later. Results are discussed regarding the relative stability of phonological awareness and the importance of this awareness as a precursor to the development of word identification and spelling skills.
本研究报告了24名青少年（平均年龄 = 17岁；11名男孩和13名女孩）的随访数据，这些青少年11年前上幼儿园时曾参与一项语音分析以及阅读和拼写能力的研究。结果表明，在幼儿园期间（通过听觉分析测试）评估的语音意识能力是11年后单词识别和拼写技能的重要预测指标，此时社会经济地位和词汇发展均得到控制。相比之下，幼儿园时评估的社会经济地位、词汇发展、单词识别和拼写成绩与11年后的阅读和拼写成绩并无显著相关性。文中讨论了语音意识的相对稳定性以及这种意识作为单词识别和拼写技能发展先兆的重要性。
