The effects of rime-based analogy training on word reading and spelling of first-grade children with good and poor phonological awareness.

摘要

Rime-based analogy treatment has shown promise as an approach to teaching children to read and spell words. However, there are several unresolved issues regarding the efficacy of this approach for enabling children to learn associations between letters and phonemes in words. This study had three goals: (1) to determine whether children with good and poor phonological awareness differed on reading measures taken during rime-based analogy treatment, (2) to determine the extent to which rime-based analogy treatment mediated by spelling or reading differentially affected children's ability to read and spell words without cue words, and (3) to determine the extent to which pre-treatment phonological awareness, reading and spelling skill contributed to growth on post-treatment reading and spelling measures.; Children received four days of treatment during which they were taught to read or spell words based on the pronunciations and spellings of cue words with four rime patterns. Children were given experimental reading measures during treatment as well as pre- and post-treatment reading and spelling measures. These measures were comprised of words and non-words with the same rimes. The results showed that children with good and poor phonological awareness made significant gains during the four days of treatment. By the third day of treatment, children with good and poor phonological awareness in both treatment groups did not differ significantly on measures of onset, rime and whole word reading. Phonological groups differed significantly on post-treatment measures, but showed significant growth, documenting that children with good and poor phonological awareness transferred what they learned during treatment to post-treatment reading and spelling measures. The spelling treatment had a particularly significant effect on children with poor phonological awareness; furthermore, learning to spell with four rime patterns depended more on basic reading and spelling abilities than learning to read such words. These results support the idea that rime-based analogy training is an effective tool for teaching first-graders to read and spell words. Using spelling as a part of rime-based analogy treatment has particular merit for children with poor phonological awareness because it helps them learn associations between letters and phonemes within words.