The role of instruction in learning to read: Preventing reading failure in at-risk children
The role of instruction in learning to read: Preventing reading failure in at-risk children
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DOI：
10.1037//0022-0663.90.2.235
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发表时间：
1998-03-01
影响因子：
4.9
通讯作者：
Mehta, P
中科院分区：
文献类型：
--
作者：
Foorman, BR;Francis, DJ;Mehta, P
一年级和二年级学生（N = 285）接收标题1服务收到了3种课堂阅读程序：直接指令的字母-声音对应练习可解码的文本（直接代码）;不直接指令系统的声音拼写模式嵌入在连接的文本（嵌入代码）;和隐式指令的字母代码，而阅读连接的文本（隐式代码）。接受直接代码指令的儿童在单词阅读方面的进步速度更快，并且比接受隐式代码指令的儿童具有更高的单词识别技能。教学组对词汇再认的影响受初始语音加工水平的调节，并且在初始语音加工水平较差的儿童中最为明显。阅读理解的组间差异大于单词识别的组间差异，但不太显著。各组在拼写成绩或词汇量增长方面没有差异。结果显示优势的阅读教学计划，强调明确的指示，在字母的原则，为高危儿童。
First and 2nd graders (N = 285) receiving Title 1 services received 1 of 3 kinds of classroom reading programs: direct instruction in letter-sound correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code). Children receiving direct code instruction improved in word reading at a faster rate and had higher word-recognition skills than those receiving implicit code instruction. Effects of instructional group on word recognition were moderated by initial levels of phonological processing and were mast apparent in children with poorer initial phonological processing skills. Group differences in reading comprehension paralleled those for word recognition but were less robust. Groups did not differ in spelling achievement or in vocabulary growth. Results show advantages for reading instructional programs that emphasize explicit instruction in the alphabetic principle for at-risk children.