摘要：

The child's process of learning to read was simulated by teaching adults to read several Arabic words. The purposes of the study were to determine the transfer value of training with individual letters as opposed to whole words, and to investigate the role of grapheme-phoneme associations in reading. It was found that letter training had greater transfer value than word training. Knowledge of grapheme-phoneme correspondences was not necessary to read words, but was necessary for transfer to new words. The reason for the overall inferiority of word training was either that it did not direct as many subjects to learn grapheme-phoneme correspondences, or that not all subjects were capable of picking out these relationships when embedded in words.

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