4~7岁儿童汉字正字法意识的发展

本研究采用两项实验考察学龄前儿童正字法意识的发展情况。实验1选取146名4~7岁儿童被试，要求其在计算机上完成词汇判断任务，刺激材料分为部件错误非字，部件位置错误非字，假字和真字。结果显示：大班在两项非字条件上的正确率均显著高于假字，而小班各条件差异均不显著；中班在部件位置错误非字上的正确率显著高于假字。表明学龄前儿童的正字法意识已经开始逐渐发展，且部件位置意识比部件意识容易获得。实验2采用Tobii T120型眼动仪，记录24名大班儿童在词汇判断（同实验1）过程中对刺激项目关注的眼动行为，从实时加工的过程探讨学龄前儿童正字法意识的发展。结果显示：儿童对部件错误非字/部件位置错误非字的目标部件的晚期关注程度显著高于假字，有力地证明：学龄前大班儿童已经具有部件和部件位置的意识。

The Development of Chinese Orthographic Awareness in Pre-school Children

It is widely reported that the acquirement of orthographic awareness is an important aspect of emergent literacy which linked to the processing of reading. Have the preschool children being in the period of emergent literacy begun to develop the orthographic awareness and how far? Two studies were designed to investigate the development of Chinese orthographic awareness in preschool children. In study 1, 152 pre-school children aged from 3 to 7 were instructed to complete the character decision task containing 4 different kinds of stimulus: non-characters with the radical in illegal form(IC), non-characters with the radical in illegal position (ICP), pseudo-characters and real characters. The results showed that children in bottle class acquired nothing about orthographic knowledge; in comparison, the level of radical position awareness increased significantly for the children in middle class; and both the level of radical position awareness and radical awareness improved significantly for children in top class than that for children in bottle and middle class. Additionally, the level of children's radical position awareness was higher than that of radical awareness in top class. In study 2, the eye movements of 24 children in top class were recorded as they did the character decision task as same as in study 1.The result showed that children paid more attention on the target radicals of IC/ICP than that of pseudo-characters. To conclude, the results of current two studies using different methods consistently indicated that pre-school children had acquired the awareness of radical position as well as the awareness of radical before they received formal reading instruction. However, the level was still low.