Learning to Spell with Poor Phonological Awarness
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Date
2004-01-??
Authors
胡潔芳
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國立台灣師範大學英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
本研究探討音韻覺識較差的學童是否能根據所習得的形音對應規則拼寫英文字。兩組五年級學童接受聽字(假字)拼寫測驗，其中一組學童音韻覺識較佳，共35 位；另一組學童音韻覺識較差，共34位。於聽字拼寫測驗前，每位學童有八次機會將聽字拼寫測驗所需的形音對應規則學會。結果顯示：兩組學童的拼寫正確率皆 不高，而音韻覺識較差學童的拼寫正確率更顯著低於音韻覺識較佳的學童。於控制音韻記憶、辨音、英文詞彙、及學童在參與測試前的音對應規則的初始能力等個別 差異之後，組間差異仍顯著存在。本研究結果顯示有效的字母拼讀教學應包含音韻覺識訓練。
This study investigated whether children with poor phonological awareness (PA) could succeed in spelling on the basis of letter-sound knowledge. Two groups of Chinese-speaking fifth graders, 35 with high PA and 34 with low PA were tested on their ability to spell English pseudowords to dictation. Prior to the spelling assessment, the children were given eight trials to master the requisite letter-sound knowledge for successful spelling of the pseudowords. The accuracy rate of spelling was low for both groups of children, and children with Low PA displayed a significantly lower rate of accuracy than children with High PA. GROUP differences were significant after controlling for variations in phonological memory, sound discrimination, English vocabulary, and initial letter-sound knowledge. The results suggest that, to be effective and beneficial, phonics instruction should include phonological awareness training.
This study investigated whether children with poor phonological awareness (PA) could succeed in spelling on the basis of letter-sound knowledge. Two groups of Chinese-speaking fifth graders, 35 with high PA and 34 with low PA were tested on their ability to spell English pseudowords to dictation. Prior to the spelling assessment, the children were given eight trials to master the requisite letter-sound knowledge for successful spelling of the pseudowords. The accuracy rate of spelling was low for both groups of children, and children with Low PA displayed a significantly lower rate of accuracy than children with High PA. GROUP differences were significant after controlling for variations in phonological memory, sound discrimination, English vocabulary, and initial letter-sound knowledge. The results suggest that, to be effective and beneficial, phonics instruction should include phonological awareness training.