声旁线索对听写困难儿童认读和听写的不同影响  

The dissociation between facilitating effects of phonetic radical cue on reading and spelling performance for children with spelling difficulties

作　　者：杨双[1,2] 宁宁[1] 刘翔平[2] 潘益中[2] 

机构地区：[1]苏州大学心理系,苏州215123 [2]北京师范大学心理学院,北京100875

出　　处：《中国特殊教育》2008年第12期78-81,87,共5页Chinese Journal of Special Education

基　　金：国家社会科学基金(06byy021);江苏省教育科学十一五规划课题(C-b/2008/01/029)的资助

摘　　要：听写困难是指儿童阅读正常而听写落后的现象,是一种常见的儿童学习障碍类型。研究对比了声旁线索对听写困难被试听写和认读成绩的促进效应,结果发现:(1)增加1个声旁线索,听写困难组被试的认读成绩显著提高,而听写成绩没有变化;增加2个声旁线索,听写困难组被试的认读成绩和听写成绩都显著提高。(2)增加1个(或2个)声旁线索,正常组被试的认读成绩和听写成绩都显著提高。(3)与正常被试相比,声旁线索对听写困难被试听写成绩的促进程度相对较低。Spelling difficulties is a major type of learning disorders. It refers to children who possess normal reading ability but poor spelling ability. In the present study, facilitating effect of phonetic radical cue on spelling and reading performance of children with spelling difficulties （CSD） was compared. Results showed that, 1） for CSD, adding one phonetic radical cue, the reading performance significantly improved, while spelling performance had no prominent change; adding two phonetic radical cues, both reading and spelling performance improved significantly. （2） For control group, no matter adding 1 or 2 phonetic radical cues, both reading and spelling performance showed prominent improvement. （3） The facilitating effect of phonetic radical cue on spelling performance was poorer for CSD than that for control group.

关 键 词：听写困难 声旁 听写 

分 类 号：B846[哲学宗教—心理学]