英语专业学生语音意识与其阅读能力的相关性研究

意识影响着语言学习的各个方面,学生的语音意识与其阅读能力之间存在一定的关系。本研究从语音意识及阅读能力两个方面对受试进行测试,数据分析结果显示:英语专业学生英语语音意识与阅读能力呈正相关关系;首尾音意识与阅读能力正相关关系最为显著。     

大学生英语语音意识培养与阅读能力提升

文章通过探讨英语专业本科新生语音意识和阅读能力之间的相关性,研究大学生提高阅读能力的过程中遇到的问题,并从语音教学的角度提出利用自然拼读法增强学生英语语音意识,减轻学习负担,迅速扩大词汇量的方法。本科新生英语语音不准和语音意识薄弱问题会导致其单词记忆困难和阅读效果不理想,而大学阶段的英语阅读量大、知识内容覆盖面广、专业词汇丰富的特点使学生必须尽快解决这些难题。自然拼读法教学能够帮助学生培养和增强语音意识,进而有效地提高学生的阅读能力,是行之有效的教学方法。     

如何培养初中生的英语语音意识

语音意识的强弱直接影响着学生对英语后继学习的兴趣。因此,必须在初中阶段抓好初中学生英语语音意识的培养工作,具体表现在：利用起始课教学,把好语音入门关;借助听读训练,培养学生的音形转换能力;创设交流情景,在表情达意中体验语音语调;在朗读训练中,强化学生的语音意识。     

初一英语语音意识、句法意识、工作记忆与英语阅读的关系

通过使用音素定位、句法更正、句子尾词记忆.单词阅读、句子理解和短文理解任务探查了初一学生英语语音意识,句法意识和工作记忆与单词阅读、句子阅读和短文阅读等不同层次阅读的关系,以及阅读水平高低不同学生在元语言意识的差异.结果发现,英语阅读水平高低两组学生在英语语音意识、句法意识和工作记忆方面有显著差异.回归分析发现,英语句法意识对不同层次阅读都具有最显著的预测作用,但英语语音意识只对短文阅读理解有显著预测作用,工作记忆对不同层次阅读的预测都不显著,表明英语句法意识是初一学生英语阅读的重要预测变量.     

语音意识训练促进英语阅读

本文主要分析了语音意识训练在英语阅读中的重要性，并提出了一些训练的方法。语音意识是一个非常活跃的领域，40年来研究表明在拼音文字中语音意识对阅读能力的发展具有很强的预测作用，而且通过语音意识训练阅读能力能得到提高。因此，英语教师在教学过程中应重视培养英语初学者的语音意识能力以促进他们的阅读能力的提高。     

苗族初中生英语语音意识发展现状及对单词识别的影响——以凯里市台烈中学为例

少数民族地区英语教育相对落后,提高少数民族地区英语语音意识对少数民族学生学习英语有着较大的帮助。该文将从了解苗族初中生英语语音意识发展现状为着眼点,以凯里市台烈中学为例,随机选取90名初二学生作为被试,研究苗族初中生英语语音意识对单词识别的影响,从而找出苗族学生语音意识的问题,并提出合理教学建议,促进少数民族英语教育。     

语音意识研究对大学英语教学的启示

从语音意识的概念入手,明晰了语音意识的内涵。通过回顾国内外相关研究,表明语音意识和英语阅读能力间存在显著正相关关系,文章阐释了语音意识作用于阅读的原因。研究表明,重视语音意识,采取科学的方法对语音意识进行训练是提高大学英语阅读能力的新的有效途径。本文提出了具体的提高语音意识的教学方法。     

英语句法意识与英语阅读理解监控的关系

本研究探查了初二学生的英语句法意识与英语阅读理解监控的关系。被试为武汉市一所普通中学的初二学生,实验任务包括两个：一个是句法错误句子更正任务,用来测查被试的英语句法意识水平;另一个任务是英语阅读理解及监控任务,被试阅读三篇包含错误的短文,完成短文后的阅读理解题,并对阅读理解题答案的正确性进行自信度评定,然后指出并修改短文中的错误。结果发现,英语句法意识、阅读理解、阅读理解自信度和错误觉察数量之间两两相关非常显著;英语句法意识高低两组被试在阅读理解、阅读理解自信度以及错误觉察得分差异都非常显著。这些结果表明,英语句法意识可能是影响英语阅读理解监控的一个重要变量。     

小学生汉英语音意识、句法意识在双语语篇阅读中的作用

通过系列实验,对比小学生的汉语和英语语音意识、句法意识与语篇阅读的关系,发现汉语句法意识是汉语语篇阅读水平的显著预测指标,英语句法意识是英语语篇阅读水平的显著预测指标。通过实验研究发现,虽然语音意识对双语的语篇阅读也有独立的预测作用,但是句法意识对阅读的预测能力更为显著。     

听力障碍学生语音意识发展的实验研究

本研究通过音节意识和首音-韵脚意识的问卷测试了聋校二、四、六、八年级共103名听障学生的语音意识。结果表明,听障学生的语音意识随年级的升高而提高;阅读水平越高,语音意识测验的成绩就越好,反之也一样,且年级差异与阅读水平高低差异的程度与趋势基本一致;女生对声、韵母意识的感知好于男生;听障学生首音-韵脚意识的发展好于音节意识的发展;听障学生普遍存在对字形、声调学习和掌握的困难。研究结果对现今聋校语音教学有一定的启示作用。     

Phonological skills and reading comprehension

In the present study the mainfocus is on the impact of phonologicalawareness on reading comprehension. The studyinvolved 1300 children in Grade 1. Syllableawareness, phoneme awareness, word decodingand reading comprehension were each assessedwith two or three subtests. The results wereanalyzed by structural modeling. Due to themarked skewness observed for some of themanifest variables, separate analyses wereperformed for students with average worddecoding performance and for students with poorword decoding. Both among average and poordecoders, phonological awareness had a directimpact on reading comprehension, indicatingthat phonological factors play an independentrole in the processing of text. One possibleway to explain this observation is that atleast two critical factors in comprehension,vocabulary and short-term memory, are bothdetermined in part by phonological ability. Itmight also be the case that phonologicalawareness partly reflects metacognitiveprocesses assumed to be involved in readingcomprehension.     

Predictors of Chinese reading and literacy skills among Chinese school children: a 3-year longitudinal study

Abstract

This study aims to identify the predictors of Chinese reading and literacy skills among Chinese school children in Taiwan. Participants recruited in the study were 182 Grade 1 elementary school students. First, data were collected on these students’ literacy skills, which comprised morphological awareness, orthography processing, visual perception skills, phonological awareness, and rapid automatised naming. In Grade 2, data were collected from these students on their word decoding skills, which comprised character recognition and reading fluency. Finally, in Grade 3, data were collected on the Chinese comprehension skills of the same students. A structural equation model examined the direct and indirect effects of students’ literacy skills at Grade 1 on their reading comprehension at Grade 3, with students’ word decoding at Grade 2 acting as a mediator. Results showed that reading comprehension of students at Grade 3 was predicted by their literacy skills at Grade 1.     

The role of different levels of phonological awareness in the development of reading and spelling in Greek

Phonological awareness is a strong predictor of children's progress in literacy acquisition. There are different ways of segmenting words into sound sequences – syllables, phonemes, onset-rime – and little is known about whether these different levels of segmentation vary in their contribution to reading and writing. Does one of them – for example, phoneme awareness – play the major role in learning to read and spell making the other phonological units irrelevant to the prediction of reading? Or do different levels of analysis make independent contributions to reading and spelling?

Our study investigated whether syllable and phoneme awareness make independent contributions to reading and spelling in Greek. Four measures were used: syllable awareness, phoneme awareness, reading and spelling. Analyses of variance showed that Greek speaking children found it easier to analyse words into syllables than phonemes, irrespective of the influence of task variables such as position of the phonological element, word length, and placement of stress in the word. Regression analyses showed that syllable and phoneme awareness make significant and independent contributions to learning written Greek. We conclude that phonological awareness is a multidimensional phenomenon and that the different dimensions contribute to reading and writing in Greek.

     

Synergetic effects of phonological awareness,vocabulary, and word reading on bilingual children’s reading comprehension: A three-year study

Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the synergetic effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2.     

汉语语音意识和英语听说能力的关系

本研究旨在实验研究探讨汉语（第一语言）的语音意识和成人英语（第二语言）的听、说能力之间的关系。实验任务为汉语语音意识测量和英语假词快速朗读。其中汉语语音意识的测量包括4个维度：听觉声母意识、听觉韵母意识、听觉声调意识以及视觉音节意识。实验结果显示汉语的声母意识、韵母意识和音节意识分别对英语口语、英语听力和英语语音加工能力有一定的预测作用。这说明汉语的语音意识迁移到英语中并对英语的听说能力发展起着相当重要的作用。     

Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities

This research explored phonological and morphological awareness among Hebrew-speaking adolescents with reading disabilities (RD) and its effect on reading comprehension beyond phonological and word-reading abilities. Participants included 39 seventh graders with RD and two matched control groups of normal readers: 40 seventh graders matched for chronological age (CA) and 38 third graders matched for reading age (RA). We assessed phonological awareness, word reading, morphological awareness, and reading comprehension. Findings indicated that the RD group performed similarly to the RA group on phonological awareness but lower on phonological decoding. On the decontextualized morphological task, RD functioned on par with RA, whereas in a contextualized task RD performed above RA but lower than CA. In reading comprehension, RD performed as well as RA. Finally, results indicated that for normal readers contextual morphological awareness uniquely contributed to reading comprehension beyond phonological and word-reading abilities, whereas no such unique contribution emerged for the RD group. The absence of an effect of morphological awareness in predicting reading comprehension was suggested to be related to a different recognition process employed by RD readers which hinder the ability of these readers to use morphosemantic structures. The lexical quality hypothesis was proposed as further support to the findings, suggesting that a low quality of lexical representation in RD students leads to ineffective reading skills and comprehension. Lexical representation is thus critical for both lexical as well as comprehension abilities.     

The role of morphological awareness in explaining reading-writing difficulties / El papel de la conciencia morfológica en la explicación de las dificultades de aprendizaje de la lectoescritura

Abstract

This paper examines the role played by morphological awareness in explaining difficulties in reading and writing words with arbitrary spelling in a group of students who have reading-writing difficulties. Specifically, the relationship between morphological, morphosyntactic and phonological awareness and reading errors and success in arbitrary spelling is studied. This paper also describes to what extent the morphological and morphosyntactic awareness of students with reading difficulties explains errors in reading and in the correct spelling of words with arbitrary spelling. The results indicate that morphological, morphosyntactic and phonological awareness are related to learning reading and arbitrary spelling in Spanish. However, morphosyntactic awareness is more important in explaining serious reading errors and success in writing with arbitrary spelling among students with reading-writing difficulties.