Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill.
Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill.
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DOI：
10.1016/j.jecp.2009.12.008
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发表时间：
2010-04
影响因子：
2.6
通讯作者：
Wagner RK
中科院分区：
文献类型：
--
作者：
Piasta SB;Wagner RK
学龄前儿童（n = 58）被随机分配接受字母名称和发音的指导，仅接受字母发音的指导，或接受数字（对照组）的指导。本研究采用多层次模型来检验字母名称和发音学习作为教学条件和字母及儿童特征的函数。具体来说，学习是根据字母名称结构、字母名称是否包含相应发音的线索以及儿童的语音处理技能来检查的。与过去的研究一致，接受字母名称和发音指导的儿童最有可能学会那些包含发音线索的字母的发音，而不管语音处理技能如何。只有语音技能较高的孩子在对照条件下表现出类似的效果。讨论了实际意义。
Preschool-aged children (n = 58) were randomly assigned to receive instruction in letter names and sounds, letter sounds only, or numbers (control). Multilevel modeling was used to examine letter name and sound learning as a function of instructional condition and characteristics of both letters and children. Specifically, learning was examined in light of letter name structure, whether letter names included cues to their respective sounds, and children’s phonological processing skills. Consistent with past research, children receiving letter name and sound instruction were most likely to learn the sounds of letters whose names included cues to their sounds, regardless of phonological processing skills. Only children with higher phonological skills showed a similar effect in the control condition. Practical implications are discussed.
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影响因子：
2.6
作者：
de Jong, PF;Olson, RK
通讯作者：
Olson, RK
影响因子：
4.2
作者：
Anthony, JL;Lonigan, CJ;Burgess, SR
通讯作者：
Burgess, SR
DOI：
10.1016/s0022-5371(73)80014-3
发表时间：
1973-01-01
期刊：
JOURNAL OF VERBAL LEARNING AND VERBAL BEHAVIOR
影响因子：
--
作者：
CLARK, HH
通讯作者：
CLARK, HH
DOI：
10.1111/j.2517-6161.1995.tb02031.x
发表时间：
1995-01-01
影响因子：
5.8
作者：
BENJAMINI, Y;HOCHBERG, Y
通讯作者：
HOCHBERG, Y
影响因子：
4.3
作者：
Caravolas, M;Hulme, C;Snowling, MJ
通讯作者：
Snowling, MJ