Felton R H
Department of Neurology, Bowman Gray School of Medicine, Winston-Salem, NC 27157-1043.
J Learn Disabil. 1993 Nov;26(9):583-9. doi: 10.1177/002221949302600904.
This article reviews research carried out by the Bowman Gray Learning Disabilities Project concerning the role of instruction in the acquisition of word-identification (decoding) skills in children at risk for reading disabilities. A group of 81 kindergarten children were identified as at risk for reading disabilities based on teacher assessment and weak or deficient phonological-processing skills. These children were classified as to type of phonological-processing problem (i.e., phonological awareness or retrieval of phonological information) and were randomly assigned to either a Code or Context instructional method for first and second grades. Children who received Code instruction scored higher than children receiving context instruction on a variety of reading and spelling measures at the end of first and second grades. The elements of the Code instructional program considered critical to the success of a beginning reading instruction program for children with phonological processing problems are discussed.
本文回顾了鲍曼格雷学习障碍项目所开展的研究，该研究关注教学在有阅读障碍风险儿童获取单词识别（解码）技能方面所起的作用。根据教师评估以及较差或欠缺的语音处理技能，一组81名幼儿园儿童被确定为有阅读障碍风险。这些儿童根据语音处理问题的类型（即语音意识或语音信息检索）进行分类，并被随机分配到一年级和二年级采用代码教学法或情境教学法。在一年级和二年级结束时，接受代码教学的儿童在各种阅读和拼写测试中的得分高于接受情境教学的儿童。文中讨论了代码教学计划中被认为对有语音处理问题儿童的初始阅读教学计划成功至关重要的要素。
