Teacher candidates’ mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education
Teacher candidates’ mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education
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教师候选人对音素-字素对应的掌握：教师教育中的集中实践与分布式实践
DOI：
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发表时间：
2016
影响因子：
2.3
通讯作者：
Jessy N. Whitenton
中科院分区：
文献类型：
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作者：
Kristin L. Sayeski;Gentry A. Earle;R. Paige Eslinger;Jessy N. Whitenton
将音素（语音）与字素（字母和字母组合）匹配是解码（将印刷品翻译为语音）和编码（将语音翻译为印刷品）的一个重要方面。然而，许多教师候选人没有接受明确的培训，在音素-字形对应。准确的音素产生困难和/或缺乏对声音符号对应关系的理解可能会使教师面临挑战：（a）识别学生在常见评估中的错误，（B）在教授开始阅读或提供补救阅读指导时为学生提供模型。对于有阅读障碍的学生来说，缺乏这方面的教师能力是特别成问题的。本研究旨在探讨集中练习与分散练习两种学习情境对师范生音形对应知识与技能发展的差异。一个实验，pretest-posttest-delayed测试设计与教师候选人（n = 52），以比较一个大规模的实践条件（一个，60分钟的会议）的分布式实践条件（四个，15分钟的会议分布在4周）学习音素与字母和字母组合。参与者在分布式的实践条件显着优于参与者在大规模的实践条件，他们的能力，正确地产生与不同的字母和字母组合的音素。教师准备的影响进行了讨论。
Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates’ development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed.
影响因子：
2.6
作者：
Piasta SB;Wagner RK
通讯作者：
Wagner RK