Lennox C, Siegel L S
Peel Board of Education, Mississauga, Ontario, Canada.
J Exp Child Psychol. 1996 Jun;62(1):60-83. doi: 10.1006/jecp.1996.0022.
To investigate the development of phonological and visual skills used in spelling, 420 children between the ages of 6 and 16 completed the spelling dictation test of the Wide Range Achievement Test-Revised. The misspellings were scored for phonological as well as visual accuracy using a constrained (inclusion of position cues) and an unconstrained system. Poor spellers made fewer phonologically accurate and fewer visual matches than age-matched average spellers. Poor spellers produced significantly more misspellings that were close visual matches to the target word and fewer phonologically unconstrained misspellings than spelling grade-matched average spellers. The groups did not differ in their production of phonologically constrained misspellings. Average spellers used a phonological approach more frequently than a visual approach, while the reverse pattern was true for poor spellers. When phonological rules are less well developed, then individuals are more likely to use orthographic skills.
为了研究拼写中语音和视觉技能的发展情况，420名6至16岁的儿童完成了《广泛成就测验修订版》的拼写听写测试。使用一种受限（包含位置线索）和一种非受限系统，对拼写错误在语音准确性和视觉准确性方面进行评分。与年龄匹配的平均拼写水平者相比，拼写能力差的人在语音准确性和视觉匹配方面的表现较差。与拼写成绩匹配的平均拼写水平者相比，拼写能力差的人产生的与目标单词视觉上相近的拼写错误明显更多，而语音不受限的拼写错误则更少。两组在语音受限的拼写错误产生方面没有差异。平均拼写水平者比视觉方法更频繁地使用语音方法，而拼写能力差的人则相反。当语音规则发展不完善时，个体更有可能使用正字法技能。
