自创拼写和直接教学对二年级男生拼写表现的影响。
Effects of invented spelling and direct instruction on spelling performance of second-grade boys.
作者信息
Gettinger M
机构信息
Department of Educational Psychology, University of Wisconsin-Madison 53706.
出版信息
J Appl Behav Anal. 1993 Fall;26(3):281-91. doi: 10.1901/jaba.1993.26-281.
Four second-grade boys, 2 rated by their classroom teacher as below average and 2 as above average in basic language skills, participated in a 16-week spelling investigation. The participants alternately received, in counterbalanced order, 5 weeks of an invented spelling approach that incorporated 15-min creative writing periods and 5 weeks of direct instruction that involved 15-min periods of guided practice on spelling word lists. At the end of 10 weeks, each condition was replicated for 3 additional weeks. Although direct instruction resulted in more targeted words spelled correctly, invented spelling resulted in more nontargeted words spelled correctly, higher preference ratings by children, and higher teacher ratings of the quality of 3 of the children's writing samples.
四名二年级男孩参与了一项为期16周的拼写调查，其中2名被他们的课堂老师评定为基本语言技能低于平均水平，另外2名评定为高于平均水平。参与者以平衡的顺序交替接受两种方法：一种是为期5周的自创拼写方法，其中包括15分钟的创意写作时间；另一种是为期5周的直接教学法，其中包括15分钟针对拼写单词列表的指导练习时间。在10周结束时，每种方法再重复进行3周。虽然直接教学法使更多目标单词拼写正确，但自创拼写法使更多非目标单词拼写正确，孩子们的偏好评分更高，并且老师对其中3名孩子写作样本质量的评分也更高。
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