CATEGORIZING SOUNDS AND LEARNING TO READ - A CAUSAL CONNECTION
CATEGORIZING SOUNDS AND LEARNING TO READ - A CAUSAL CONNECTION
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DOI：
10.1038/301419a0
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发表时间：
1983-01-01
期刊：
影响因子：
64.8
通讯作者：
BRYANT, PE
中科院分区：
文献类型：
--
作者：
BRADLEY, L;BRYANT, PE
阅读落后的孩子对押韵和头韵明显不敏感。他们在根据常见的发音对单词进行分类时处于劣势，甚至与阅读能力并不比他们强的幼儿相比也是如此。以这种方式对单词进行分类需要注意它们的组成音，学习在阅读和拼写中使用字母表也是如此。因此，一个孩子在上学前与押韵的经历可能对他以后学习阅读和写作的成功有相当大的影响。我们现在报告一项支持这一假设的大型项目的结果。
Children who are backward in reading are strikingly insensitive to rhyme and alliteration1. They are at a disadvantage when categorizing words on the basis of common sounds even in comparison with younger children who read no better than they do. Categorizing words in this way involves attending to their constituent sounds, and so does learning to use the alphabet in reading and spelling. Thus the experiences which a child has with rhyme before he goes to school might have a considerable effect on his success later on in learning to read and to write. We now report the results of a large scale project which support this hypothesis.