幼儿期汉语语音意识和英语语音意识的发展

本研究选取3~5岁儿童为被试,从语音单位和操作水平两个维度研究幼儿期汉语语音意识和英语语音意识的发展。在汉语语音意识的发展上,音节意识先于押韵、首音和声调意识而发展起来,3岁儿童已经具备了一定的音节意识,并在3岁到4岁之间迅速发展。在英语语音意识的发展上,幼儿期的音节意识和末位音位意识先于押韵与首音意识而发展起来,从3到5岁表现出清晰的发展次序。首音意识在幼儿期没有发展。从任务的操作水平看,无论是汉语还是英语语音意识,幼儿在辨别任务上的成绩显著低于分析和综合任务。     

英语语音意识在汉语儿童英语单词阅读及拼写中的作用

本研究考察了英语语音意识在小学汉语儿童英语单词读写学习中的作用。对189名小学儿童的研究表明:(1)一、二、五年级在首音和韵脚意识上差异显著;在音位意识上,一、二年级差异不显著,五年级显著高于其他两个年级;(2)各年级儿童的语音意识与其英语单词读写均存在显著相关;(3)控制英语口语词汇量后,一年级的首音意识显著解释其单词读写的变异,二年级的首音意识显著解释其单词拼写的变异,五年级的音位意识显著解释其单词读写的变异;(4)各年级的语音意识对单词拼写较之于阅读都具有更强的变异解释力。可见,小学汉语儿童的英语语音意识与其单词读写存在密切联系,语音意识与拼写的关系相对更为紧密;首音意识对早期读写发展具有重要意义,而音位意识在后期读写学习中的作用更为突出。     

小学儿童英语语音意识的发展

运用短期纵向与横向研究探讨了汉语儿童英语语音意识的发展过程与特点。研究结果表明,刚入学儿童在英语语音意识各项任务上的正确率间有显著差异,表现为押韵意识与末位音位任务上的正确率高于首音意识任务,后者又高于音位计数任务;尽管从一年级到五年级,儿童在语音意识任务上的正确率在不断提高,但这种趋势一直保持着。     

汉语母语与英语母语学生英语语音意识发展趋势的比较研究

对汉语母语学生与英语母语学生英语语音意识的发展趋势进行了对比。294名汉语母语学生和109名英语母语学生参加了音节意识任务、首尾音意识任务和音位意识任务测试。研究结果表明：（1）汉语母语学生与英语母语学生发展趋势并不相同：汉语学生英语语音意识发展的迅速期为小学初期,之后发展缓慢;英语母语学生音节意识和首尾音意识随着年级的增长而增长,但音位意识则表现出不规则的变化趋势;（2）随着汉语母语学生年龄的增长,他们与英语母语学生英语语音意识之间的差距并未缩小。     

小学儿童汉语语音意识的发展

运用纵向与横向研究探讨了小学一年级儿童汉语语音意识发展的过程和小学一、三、五年级儿童汉语语音意识的年级差异。结果表明。在汉语语音意识各任务上,刚入学儿童的反应都处于随机的水平,其后声调意识先于其他语音意识而发展,其次为首音-韵脚意识,音位意识发展得最迟。     

儿童英汉口语词汇知识与英语语音意识的关系

以120名母语为汉语的四、五年级小学儿壹为被试.探讨英语和母语口语词汇知识与英语语音意识的关系.结果表明: (1)英语和母语口语词汇知识与英语语音意识之间存在密切关系. (2)英语口语词汇产生对英语音节、首音一韵脚和音位意识具有显著的独立预测作用,英语口语词汇理解对英语语音意识的独立贡献性不显著. (3)汉语口语词汇产生对英语音节意识具有显著的预测作用,汉语口语词汇理解对英语音位意识具有显著的预测作用;汉语口语词汇产生既可以直接作用于英语音节意识,也可以通过汉语语音意识的中介发挥间接作用:汉语口语词汇理解则完全通过汉语语音意识和英语口语词汇产生的中介间接作用于英语旨位意识.     

学前和小学低段不同识字量儿童的认知能力比较

以193名学前儿童和291名一到三年级小学生为研究对象, 比较了不同年级、不同识字量儿童在语音意识、语素意识、快速命名、视觉技能和正字法意识方面的差异。结果显示, 不同年级、不同识字量儿童分别在语音意识和语素意识的不同层面存在差异, 学前主要表现在音节删除和语素建构任务中, 小学阶段表现在韵母识别、音位删除以及语素判断和语素产生方面;快速命名能力是区分各阶段儿童汉字识别能力的有效指标, 学前儿童的视觉能力与识字量密切相关, 而小学儿童的正字法意识与识字量密切相关。     

汉语儿童汉语与英语语音意识发展的关系

研究以押韵、首音、音位和声调(汉语)等语音学单位为基础考察了一、三、五年级302名汉语儿童汉语与英语语音意识发展间的关系。结果表明,汉语与英语语音意识之间存在着显著的相关,其中汉语押韵意识与英语各语音意识的相关最高,而声调意识最低;儿童在汉语语音意识的正确率显著地高于英语语音意识;汉语语音意识水平高的儿童在英语语音意识各任务上的正确率显著地高于汉语语音意识水平低的儿童。     

中国学生英语语音意识与英语阅读成绩关系的元分析

运用元分析的方法对中国学生英语语音意识与英语阅读成绩之间的关系进行探讨。经筛选,共有53项英语语音意识与英语阅读成绩的相关研究符合本研究元分析标准(n=4576)。结果表明:(1)中国学生英语语音意识与英语阅读成绩呈正向中等相关r=0.36, 95%CI [0.33, 0.39];(2)被试年级对于语音意识与阅读成绩关系的调节作用显著,并且随着年级的变化而变化;(3)语音意识各成分对阅读成绩具有显著的调节作用,其中音位意识的调节作用最为显著,音节意识的调节作用最小;(4)阅读材料类型对语音意识与阅读成绩相关性具有显著的调节作用,阅读材料类型中单词阅读对语音意识与阅读成绩相关性的调节作用最大,而短语/短句阅读的调节作用最小。     

汉语儿童早期语音意识的发展

本研究采用四类语音意识任务(音节、首音、韵脚、声调)考察了幼儿园小中大班和小学一年级儿童的汉语语音意识发展的年龄特征和发展规律.研究结果表明,学前儿童的汉语语音意识已经开始发展,其中音节意识发展最早,其次是韵脚意识,声调意识和首音意识的发展相对较晚.     

语音意识的不同成分在汉语儿童英语阅读学习中的作用

研究一测查了74名小学三、五年级儿童辨别、删除汉语和英语音节、首音-韵脚、音位等不同语音成分的能力以及英语单词阅读,考察语音意识不同成分与英语阅读学习的关系及母语语音意识的作用途径.研究二测查了83名英语阅读较差和73名英语阅读一般及以上儿童的英语语音删除和单词认读能力,考察阅读水平对于语音意识作用的调节效应.结果表明:(1)英语首音-韵脚意识对英语阅读具有显著的独立贡献;(2)汉语首音-韵脚意识和声调意识分别对英语单词认读和假词拼读具有显著的独立贡献,二者通过英语首音-韵脚意识的中介发挥作用;(3)阅读水平具有显著的调节作用.首音-韵脚意识是正常儿童阅读的有效预测变量,而音节意识是低水平儿童阅读的有效预测变量.上述结果与有关语音意识各成分在英语为母语儿童阅读学习中作用的研究结果不同,提示第二语言的学习具有特殊性,母语经验影响着个体第二语言学习的过程.     

USING A DICTIONARY: ITS INFLUENCE ON CHILDREN'S READING,SPELLING, AND PHONOLOGY

The developing use of a dictionary has the potential to provide self-teaching opportunities to improve reading, spelling and general phonological skills. Children's dictionary use was examined in two studies to find out patterns of use, skill and frequency of use and the relationships between these and reading, spelling and phonological development. In the first study 39 poor readers were compared with two groups of average readers, one consisting of 39 younger average readers of the same reading age and the other group of 31 average readers matched by age. In the second study 241 children (7–11 years) were divided on the basis of being above or below 9 years in age to examine developmental change. In both studies levels of non-verbal IQ were controlled between groups. Tests of reading vocabulary, spelling, non-word reading and speed and accuracy in looking up words in a dictionary were given. Examining dictionary skills in poor readers showed that they were significantly slower and less accurate in looking up words in a dictionary than their age peers who were average readers. Patterns of dictionary use varied with age with younger readers being three times more likely to give first preference to using a dictionary to look up spellings, whereas older reader expressed a preference that was much more evenly divided between checking spelling and looking up for meaning. Poor readers were much closer to their age peers in pattern of use. Self-rated frequency of dictionary use correlated significantly with spelling skill only in the younger readers. Persuading younger children to use a dictionary more could develop their spelling skills, possibly by encouraging them to be more proactive.     

Not all phonological awareness deficits are created equal: evidence from a comparison between children with Otitis Media and poor readers

Children with reading difficulties and children with a history of repeated ear infections (Otitis Media, OM) are both thought to have phonological impairments, but for quite different reasons. This paper examines the profile of phonological and morphological awareness in poor readers and children with OM. Thirty‐three poor readers were compared to individually matched chronological age and reading age controls. Their phonological awareness and morphological awareness skills were consistently at the level of reading age matched controls. Unexpectedly, a significant minority (25%) of the poor readers had some degree of undiagnosed mild or very mild hearing loss. Twenty‐nine children with a history of OM and their matched controls completed the same battery of tasks. They showed relatively small delays in their literacy and showed no impairment in morphological awareness but had phonological awareness scores below the level of reading age matched controls. Further analysis suggested that this weakness in phonological awareness was carried by a specific weakness in segmenting and blending phonemes, with relatively good performance on phoneme manipulation tasks. Results suggest that children with OM show a circumscribed deficit in phoneme segmentation and blending, while poor readers show a broader metalinguistic impairment which is more closely associated with reading difficulties.     

英语学习不良儿童语音能力与阅读理解的关系

探讨了英语学习不良儿童语音能力的发展状况,分析了这些儿童在英语学习中语音能力,句法意识及阅读理解能力间的关系。结果发现,除了在假词拼读能力上存在缺陷外,英语学习不良儿童在其他语音能力--英语语音意识、听觉言语工作记忆及视觉言语工作记忆上均不存在发展滞后现象;在对儿童的阅读理解能力进行预测时,假词拼读、语音意识、句法意识和听觉工作记忆是较好的预测效标。     

Levels of phonological awareness in three cultures

This study focused on syllable phoneme onset levels of phonological awareness in relation to reading of Chinese and English in kindergarten and first-grade children from Xian (China), Hong Kong, and Toronto, cultures that differ substantially in approaches to reading instruction. English syllable awareness among native Chinese speakers was as good as or better than that among English speakers, indicating that the Chinese language may promote syllable-level awareness in children. Hong Kong children recognized significantly more words in both English and Chinese but were significantly poorer than the Xian children in both syllable and phoneme onset deletion tasks, suggesting that Pinyin training (given in Xian only) may promote phonological awareness even at the syllable level. In both Xian and Hong Kong, measures of syllable awareness consistently predicted Chinese character recognition better than did phoneme onset awareness. In contrast, English word recognition was predicted differently by syllable and phoneme onset awareness across cultures. These results underscore the roles of both language and writing system in understanding levels of phonological awareness.     

Delivering phonological and phonics training within whole‐class teaching

Background Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole‐class reading lessons. Aims We examined whether integrating this training into whole class, mixed‐ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Sample Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N = 251). A comparison group of children received standard teaching methods (N = 213). Method Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post‐intervention. Results The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Conclusions Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole‐class teaching.     

Predictors of reading fluency in Italian orthography: Evidence from a cross-sectional study of primary school students

This study investigates the role of linguistic and visuospatial attentional processes in predicting reading fluency in typical Italian readers attending primary school. Tasks were administered to 651 children with reading fluency z scores > ?1.5 standard deviation to evaluate their phonological awareness, rapid automatized naming (RAN), verbal short-term memory, vocabulary, visual search skills, verbal-visual recall, and visual-spatial attention. Hybrid models combining confirmatory factor analysis and path analysis were used to evaluate the data obtained from younger (first and second grade) and older (third–fifth grade) children, respectively. The results showed that phonological awareness and RAN played a significant role among younger children, while also vocabulary, verbal short-term memory, and visuospatial attention were significant factors among older children.     

The relationship between auditory temporal processing,phonemic awareness,and reading disability

Recent research suggests an auditory temporal deficit as a possible contributing factor to poor phonemic awareness skills. This study investigated the relationship between auditory temporal processing of nonspeech sounds and phonological awareness ability in children with a reading disability, aged 8-12 years, using Tallal's tone-order judgement task. Normal performance on the tone-order task was established for 36 normal readers. Forty-two children with developmental reading disability were then subdivided by their performance on the tone-order task. Average and poor tone-order subgroups were then compared on their ability to process speech sounds and visual symbols, and on phonological awareness and reading. The presence of a tone-order deficit did not relate to performance on the order processing of speech sounds, to poorer phonological awareness or to more severe reading difficulties. In particular, there was no evidence of a group by interstimulus interval interaction, as previously described in the literature, and thus little support for a general auditory temporal processing difficulty as an underlying problem in poor readers. In this study, deficient order judgement on a nonverbal auditory temporal order task (tone task) did not underlie phonological awareness or reading difficulties.     

Syntactic competence and reading ability in children

The effect of syntactic context on auditory word identification and on the ability to detect and correct syntactic errors in speech was examined in severely reading disabled children and in good and poor readers selected from the normal distribution of fourth graders. The poor readers were handicapped when correct reading required analysis of the sentence context. However, their phonological decoding ability was intact. Identification of words was less affected by syntactic context in the severely disabled readers than in either the good or poor readers. Moreover, the disabled readers were inferior to good readers in judging the syntactical integrity of spoken sentences and in their ability to correct the syntactically aberrant sentences. Poor readers were similar to good readers in the identification and judgment tasks, but inferior in the correction task. The results suggest that the severely disabled readers were inferior to both good and poor readers in syntactic awareness, and in ability to use syntactic rules, while poor readers were equal to good readers in syntactic awareness but were relatively impaired in using syntactic knowledge productively.     

英语学习不良儿童语音意识假词拼读与单词认知能力的关系研究

本研究探讨了英语学习不良儿童语音技能一语音意识与词汇到达的发展水平及这两项语音技能与其单词认知能力间关系。结果发现,英语学习不良儿童在假词拼读能力发展上存在缺陷．而在语音意识能力的发展方面却表现正常。在对儿童的单词认知能力进行预测时,语音意识和假词拼读能力是较好的效标。