PHONOLOGICAL AWARENESS AND SPELLING IN NORMAL-CHILDREN AND DYSLEXICS - THE CASE OF INITIAL CONSONANT CLUSTERS
PHONOLOGICAL AWARENESS AND SPELLING IN NORMAL-CHILDREN AND DYSLEXICS - THE CASE OF INITIAL CONSONANT CLUSTERS
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DOI：
10.1016/0022-0965(90)90037-9
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发表时间：
1990-08-01
影响因子：
2.6
通讯作者：
TREIMAN, R
中科院分区：
文献类型：
--
作者：
BRUCK, M;TREIMAN, R
我们调查了一年级和二年级正常读者和拼写者的语音意识和拼写技能，以及在标准化拼写测试中得分与正常人相同的阅读障碍者。在音素识别任务和音素删除任务中，正常儿童和阅读障碍儿童在单词首字母簇中的辅音都有困难。此外，这两组儿童都很难用音节的首字母簇来拼写合法的音节，有时还不能代表簇中的第二个辅音。阅读障碍儿童的语音意识和拼写能力比年龄较小的正常儿童差，但两组儿童表现出相似的表现模式。
We investigated phonological awareness and spelling skills among normal readers and spellers in Grades 1 and 2 and among dyslexics who scored at the same level as the normals on a standardized spelling test. Both normal children and dyslexics had difficulty with consonants in word-initial clusters in a phoneme recognition task and a phoneme deletion task. Also, both groups of children had trouble producing legal spellings of syllables with initial clusters, sometimes failing to represent the second consonants of the clusters. The dyslexics'' phonological awareness and spelling skills were poorer than those of the younger normal children, but the two groups showed similar patterns of performance.