Schneider W, Küspert P, Roth E, Visé M, Marx H
Department of Psychology, University of W-urzburg, Wurzburg, Germany.
J Exp Child Psychol. 1997 Sep;66(3):311-40. doi: 10.1006/jecp.1997.2384.
Two training studies replicated and extended a Scandinavian study by Lundberg, Frost, and Petersen (1988). In Study 1, a 6-month metalinguistic training program was given to kindergartners (mean age: 5 years 7 months) who were later compared to a control group in the regular kindergarten program. Tests of phonological awareness and other metalinguistic and cognitive variables were given before and after training; a metalinguistic transfer test was given after training. Reading and spelling skills were assessed at the end of Grades 1 and 2, respectively. The training program was improved and monitored more closely in Study 2. Both studies revealed short- and long-term effects, consistent with Lundberg et al. (1988) and extending findings from Anglo-American and Scandinavian populations to German children.
两项训练研究重复并扩展了伦德伯格、弗罗斯特和彼得森（1988年）进行的一项斯堪的纳维亚研究。在研究1中，对幼儿园儿童（平均年龄：5岁7个月）进行了为期6个月的元语言训练计划，之后将他们与常规幼儿园计划中的对照组进行比较。在训练前后进行了语音意识测试以及其他元语言和认知变量测试；训练后进行了元语言迁移测试。分别在一年级和二年级结束时评估阅读和拼写技能。在研究2中，对训练计划进行了改进并进行了更密切的监测。两项研究都揭示了短期和长期影响，这与伦德伯格等人（1988年）的研究一致，并将英裔美国人和斯堪的纳维亚人群的研究结果扩展到了德国儿童。
