ABSTRACT

Two methods of decoding instruction were compared. Participants were kindergartners who knew letter sounds but could not decode nonwords, M = 5.6 years. The segmented phonation treatment taught students to convert graphemes to phonemes by breaking the speech stream (“sss – aaa – nnn”) before blending. The connected phonation treatment taught students to pronounce phonemes without breaking the speech stream (“sssaaannn”) before blending. The CVC nonwords contained continuant consonants that could be stretched and connected. Following learning to criterion, students completed a transfer task to decode CVCs with stop consonants that are harder to blend because of intrusion from schwa vowels. Results showed that connected phonation training facilitated learning to decode as well as reading nonwords accurately on the transfer task compared to segmented phonation training. An error analysis suggested that breaking between phonemes caused students to forget initial phonemes during blending. Findings suggest how to teach decoding more effectively.

摘要

比较了两种解码指令的方法。参加者是知道字母发音但无法解码非单词的幼儿园的学生，M= 5.6年。分段发声处理教会学生在混合之前通过中断语音流（“ sss – aaa – nnn”）将音素转换成音素。关联的发声处理可以教会学生在混合之前发音而不会中断语音流（“ sssaaannn”）。CVC非单词包含可以扩展和连接的连续辅音。学习了判据后，学生完成了传输任务，以解码带有终止辅音的CVC，这些辅音由于schwa元音的入侵而难以混合。结果表明，与分段发声训练相比，连接发声训练有助于在转移任务上学习解码以及准确地读取非单词。错误分析表明，音素之间的中断导致学生在混合过程中忘记了初始音素。