Mauer D M, Kamhi A G
Department of Communication, Miami University, Oxford, OH 45056, USA.
J Learn Disabil. 1996 May;29(3):259-70. doi: 10.1177/002221949602900304.
The present study examined (a) the relative impact visual and phonetic factors have on learning phoneme-grapheme correspondences, and (b) the relationship between measures of visual and phonological processing and children's ability to learn novel phoneme-grapheme correspondence pairs. Participants were 20 children with reading disabilities (RD), 10 normally achieving children matched for mental age (MA), and 10 children matched for reading age (RA). The children ranged in age from 5 years 2 months to 9 years 3 months. All children completed a phoneme-grapheme learning task consisting of four novel correspondence pairs, a visual processing task, and five measures of phonological processing. The MA and RA groups learned the four correspondence pairs in significantly fewer trials than the RD group. The RD group had the least difficulty learning the correspondence pair with different phonemes and graphemes and the most difficulty learning the correspondence pair with similar phonemes and graphemes. Performance on the learning task was significantly correlated to performance on the visual processing task and the five measures of phonological processing. Performance on the phonological processing task of short-term memory was the best predictor of overall performance on the learning task. Although children with RD were able to learn the four novel correspondence pairs, their processing deficiencies affected how readily they learned each of the correspondence pairs.
（a）视觉因素和语音因素对学习音素-字素对应关系的相对影响；（b）视觉加工和语音加工测量指标与儿童学习新的音素-字素对应关系对的能力之间的关系。参与者包括20名阅读障碍儿童（RD）、10名心理年龄匹配的正常儿童（MA）和10名阅读年龄匹配的儿童（RA）。儿童年龄范围为5岁2个月至9岁3个月。所有儿童都完成了一项音素-字素学习任务，该任务由四对新的对应关系、一项视觉加工任务和五项语音加工测量组成。MA组和RA组学习这四对对应关系所需的试验次数明显少于RD组。RD组学习具有不同音素和字素的对应关系对时困难最小，而学习具有相似音素和字素的对应关系对时困难最大。学习任务的表现与视觉加工任务及五项语音加工测量的表现显著相关。短期记忆语音加工任务的表现是学习任务总体表现的最佳预测指标。虽然患有RD的儿童能够学习这四对新的对应关系，但他们的加工缺陷影响了他们学习每对对应关系的难易程度。
