Fox E
Department of Psychology, Victoria University of Wellington, New Zealand.
Br J Psychol. 1994 Feb;85 ( Pt 1):41-53. doi: 10.1111/j.2044-8295.1994.tb02507.x.
Snowling (1980) reported that dyslexic children appear to have specific deficits in grapheme-phoneme conversion skills. Using a similar methodology, the present study compared the ability of dyslexic and control readers to make phoneme discriminations between the beginnings and ends of words. Recognition of word pairs as same or different were presented in four conditions: visual presentation-visual recognition (V-V), auditory-auditory (A-A), visual-auditory (V-A) and auditory-visual (A-V). It was found that dyslexic readers had particular difficulty with the mixed-mode conditions (V-A, A-V) which required grapheme-phoneme conversion. Furthermore, dyslexic readers were particularly error-prone in these conditions if words differed on their end-sound rather than their beginning sound.
斯诺林（1980年）报告称，诵读困难儿童在字母-音素转换技能方面似乎存在特定缺陷。本研究采用类似方法，比较了诵读困难读者和对照读者在辨别单词开头和结尾音素方面的能力。在四种条件下呈现单词对，要求判断其相同或不同：视觉呈现-视觉识别（V-V）、听觉-听觉（A-A）、视觉-听觉（V-A）和听觉-视觉（A-V）。研究发现，诵读困难读者在需要字母-音素转换的混合模式条件（V-A、A-V）下尤其困难。此外，在这些条件下，如果单词的结尾音不同而非开头音不同，诵读困难读者特别容易出错。
