ABSTRACT

This paper describes a randomised control trial (RCT) of a small group intervention targeting articulatory consciousness in first graders with a reading delay (control condition: n = 57, intervention condition: n = 64). The programme in the intervention condition consisted of basic decoding and spelling tasks using articulatory cards to symbolise speech sounds. Training took place four times per week for five weeks. The control condition received “business as usual”. The results show that the children in the intervention condition learned to use the articulatory symbols, but there were no effects of the intervention on reading and phonological awareness measures. Also, there was no relationship shown between initial phonological awareness skills and gains, or lack thereof, from the intervention.

摘要

本文描述了一项针对小学生一年级以关节运动意识进行干预的随机对照试验（RCT），该干预措施具有阅读延迟（对照条件：n  = 57，干预条件：n = 64）。处于干预状态的程序包括使用发音卡来象征语音的基本解码和拼写任务。每周进行四次培训，持续五周。控制条件为“照常营业”。结果表明，处于干预状态的儿童学会了使用发音符号，但干预对阅读和语音意识措施没有影响。同样，在最初的语音意识技能和从干预中获得或缺乏之间没有显示出任何关系。