From Reading to Spelling and Spelling to Reading: Transfer Goes Both Ways
From Reading to Spelling and Spelling to Reading: Transfer Goes Both Ways
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DOI：
10.1037/a0012544
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发表时间：
2008-11-01
影响因子：
4.9
通讯作者：
Conrad, Nicole J.
中科院分区：
文献类型：
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作者：
Conrad, Nicole J.
本研究比较了练习拼写和阅读特定单词对阅读练习单词和陌生单词时记忆中的拼写表征的影响。通常情况下，二年级(平均年龄=7岁零7个月)的发展读者参加了一项培训研究，考察在一系列阅读和拼写练习后，阅读和拼写之间是否会发生迁移。练习包括重复阅读或重复拼写具有相同拼写模式的单词。一系列混合方差分析被用来检验技能内的概括性和技能间的迁移。经过练习，我们发现了单词在技能上的迁移。具体地说，孩子们能够更好地拼写他们练习阅读的单词，并阅读他们练习拼写的单词。此外，在技能内部和跨技能中都发现了对带有练习韵律单元的新词的概括。然而，从拼写到阅读的迁移大于从阅读到拼写的迁移。结果表明，通过练习建立的正字法表征既可以用于阅读，也可以用于拼写。随后，应协调阅读和拼写课程，以最大限度地使儿童受益。
This study compares the effects of practice spelling and reading specific words on the orthographic representations in memory involved in reading both practiced words and new, unfamiliar words. Typically developing readers in Grade 2 (mean age = 7 years, 7 months) participated in a training study examining whether transfer can occur between reading and spelling following a series of reading and spelling practice sessions. Practice consisted of either repeated reading or repeated spelling of words with shared orthographic rime patterns. A series of mixed analyses of variance was used to examine generalization within skill and transfer across skill. Following practice, word-specific transfer across skill was found. Specifically, children were better able to spell words they had practiced reading and to read words they had practiced spelling. In addition, generalization to new words with practiced rime units was found both within a skill and across skills. However, transfer from spelling to reading was greater than transfer from reading to spelling. Results indicate that the orthographic representations established through practice can be used for both reading and spelling. Subsequently, reading and spelling curricula should be coordinated to benefit children maximally.