Phonological awareness and early reading: A meta-analysis of experimental training studies
Phonological awareness and early reading: A meta-analysis of experimental training studies
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DOI：
10.1037/0022-0663.91.3.403
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发表时间：
1999-09-01
影响因子：
4.9
通讯作者：
van IJzendoorn, MH
中科院分区：
文献类型：
--
作者：
Bus, AG;van IJzendoorn, MH
在定量荟萃分析中，显示了语音意识训练对阅读的影响。在一组采用随机或匹配设计的同质美国研究中，语音意识和阅读的综合效应大小分别为 d = 0.73 (r = 0.34，N = 739) 和 d = 0.70 (r = 0.33，N = 745)。因此，通过实验操纵的语音意识可以解释大约 12% 的单词识别技能差异。语音意识训练对阅读影响的长期研究的综合效应大小要小得多，d = 0.16（r = .08，N = 1,180）。语音和字母训练相结合的项目比纯粹的语音训练更有效。此外，评估简单解码技能的后测的训练效果比真实单词识别测试的训练效果更强。总之，语音意识是早期阅读的重要但不是充分条件。
In a quantitative meta-analysis, the effects of phonological awareness training on reading were shown. In a homogeneous set of U.S. studies with a randomized or matched design, the combined effect sizes for phonological awareness and reading were d = 0.73 (r = .34, N = 739) and d = 0.70 (r = .33, N = 745), respectively. Thus, experimentally manipulated phonological awareness explains about 12% of the variance in word-identification skills. The combined effect size for long-term studies of the influence of phonological awareness training on reading was much smaller, d = 0.16 (r = .08, N = 1,180). Programs combining a phonological and a letter training were more effective than a purely phonological training. Furthermore, training effects were stronger with posttests assessing simple decoding skills than with real-word-identification tests. In sum, phonological awareness is an important but not a sufficient condition for early reading.