PHONOLOGY AND READING: A RESPONSE TO WANG, TREZEK, LUCKNER, AND PAUL
PHONOLOGY AND READING: A RESPONSE TO WANG, TREZEK, LUCKNER, AND PAUL
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DOI：
10.1353/aad.0.0109
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发表时间：
2009-09-01
影响因子：
1
通讯作者：
Miller, Paul
中科院分区：
文献类型：
--
作者：
Allen, Thomas E.;Clark, M. Diane;Miller, Paul
本文提出了对文章“语音学和语音学相关技能在聋人或重听学生阅读教学中的作用”（王，Trezek，Luckner，& Paul，2008）的四个批评性回应。问题是采取与王和同事的文章的结论，关于“必要”条件的语音意识的阅读技能的发展聋人读者。研究结果（没有被王和同事引用）指出，揭示音素意识和阅读理解之间的弱相关性，以及其他变量之间的强相关性，如整体语言技能和早期接触视觉语言。
FOUR CRITICAL RESPONSES to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.