Pure and Short-Term Phonics-Training Improves Reading and Print-Specific ERP in English: A Case Study of a Japanese Middle School Girl
Pure and Short-Term Phonics-Training Improves Reading and Print-Specific ERP in English: A Case Study of a Japanese Middle School Girl
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DOI：
10.1080/87565641.2017.1334784
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发表时间：
2017-05
影响因子：
1.5
通讯作者：
Y. Okumura;Y. Kita;M. Inagaki
中科院分区：
文献类型：
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作者：
Y. Okumura;Y. Kita;M. Inagaki
摘要尽管语音是治疗阅读困难学生最常用的方法，但无论是在行为层面还是在神经生理学层面上，其影响都没有得到充分的阐明。本研究对一名学习英语有严重困难的13岁日本女孩进行了纯短期(每天10分钟，持续5周)的语音训练。结果，阅读准确率的显著提高与训练单词诱发的事件相关电位(ERPs)中印刷品特有N170的增强有关。这一发现表明，语音训练本身就可以补救英语阅读，并影响其神经生理学基础。
ABSTRACT Although phonics is the most frequently used approach in treating students with reading difficulties, its effects have not been fully clarified at either a behavioral or neurophysiological level. The present case study administered pure and short-term (i.e., 10 minutes per day for five weeks) phonics-training to a 13-year-old Japanese girl with severe difficulty in learning English. As a result, a drastic improvement in reading accuracy was associated with the enhancement of print-specific N170 in event-related potentials (ERPs) elicited by the trained words. The present finding indicates that phonics training can, by itself, remediate English reading and affect its neurophysiological bases.