HOW LETTER SOUND INSTRUCTION MEDIATES PROGRESS IN 1ST-GRADE READING AND SPELLING
HOW LETTER SOUND INSTRUCTION MEDIATES PROGRESS IN 1ST-GRADE READING AND SPELLING
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DOI：
10.1037/0022-0663.83.4.456
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发表时间：
1991-12-01
影响因子：
4.9
通讯作者：
LIBERMAN, D
中科院分区：
文献类型：
--
作者：
FOORMAN, BR;NOVY, DM;LIBERMAN, D
儿童在6个一年级教室（N= 80）不同的金额，每天的字母，声音的教学管理测试的音素分割和阅读和拼写60个经常和例外的话在一年中3次。重复测量的结果表明，在音位分割没有课堂差异。然而，有更多字母发音教学的教室在正确的拼写和阅读方面提高得更快。个人成长模型分析表明，音素分割分数在10月获得预测整体表现在阅读和拼写。增长的分割预测整体表现在拼写，但只预测年底的差异，在常规和例外字阅读。最后，10月份常规单词的更好阅读与拼写的更快增长有关，10月份常规单词的更好拼写预示着5月份的单词阅读。（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
Children in 6 1st-grade classrooms (N= 80) differing in amount of daily letter–sound instruction were administered tests of phonemic segmentation and of reading and spelling 60 regular and exception words 3 times during the year. Repeated measures results indicated no classroom differences in phonemic segmentation. However, classrooms with more letter–sound instruction improved at a faster rate in correct spellings and readings. Individual growth models analysis indicated that phonemic segmentation scores obtained in October predicted overall performance in reading and spelling. Growth in segmentation predicted overall performance in spelling but only predicted end-of-year differencs in regular-and exception-word reading. Finally, better reading of regular words in October was associated with faster growth in spelling, and better spelling of regular words in October was predictive of May word reading.(PsycINFO Database Record (c) 2016 APA, all rights reserved)