汉语语音范畴性知觉在儿童早期阅读中的作用

本研究以172名幼儿园中、大班和小学一年级的5~7岁儿童为研究对象, 测查了语音范畴性知觉、语音意识、短时记忆和汉字识别, 并通过群体差异比较、分层回归和结构方程建模的方法, 探讨了语音范畴性知觉、语音意识和早期阅读的关系。结果发现:(1)5~7岁儿童的语音范畴性知觉、语音意识能力随年龄的增加而显著提高;(2)语音范畴性知觉能力与语音意识, 特别是韵母意识和音节意识显著相关;(3)在语音与早期汉字识别能力的发展模型中, 语音范畴性知觉不直接影响汉字识别, 其对早期阅读的影响是通过语音意识的中介来实现的。

The Roles of Categorical Perception of Speech Sounds in Early Reading Development

In this study 172 children from kindergartens and elementary schools aged 5~7 years were tested on a battery including speech perception (categorical perception tasks), phonological awareness (syllable deletion, rime detection, onset detection, and tone detection), working memory and character recognition. The results showed that (a) categorical perception and phonological awareness improved gradually with age, (b) categorical perception was highly correlated with phonological awareness, especially rime and syllable awareness, (c) in the model of early reading development, categorical perception didn't directly affect Chinese character recognition. Our results indicate that the role of speech perception in early reading development is mediated by phonological awareness.