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。     

PASS认知成分和语音意识在中英文阅读中的作用

该研究旨在了解PASS理论包含的基本认知过程(计划、注意、同时加工和序列加工)与中英文阅读的关系.对三、四、五年级共102名被试施测了中英文阅读测验,中英文语音意识测验以及CAS认知评估测试.相关分析发现,中文识字量和阅读流畅性均与计划显著相关,英文真词辨认与计划和序列加工的相关显著,英文假词辨认则与计划和同时加工显著相关.回归分析发现,英文中,语音意识对阅读的解释力大于PASS认知过程,但计划、同时加工和序列加工的解释亦达到显著,中文中,PASS认知过程对阅读的解释力大于语音意识,且计划的解释力最高.结果既验证了PASS认知过程在英文阅读中的作用,也发现中文阅读有不同于英文阅读的认知特点.     

幼儿英语语音意识发展中教师多元角色的构建

在幼儿英语语音意识发展中,教师作为语音信息的组织者、指导者和控制者,通过师幼互动的形式为幼儿提供动态、持续和交互的语音信息。教师通过构建师幼互动的情绪支持、课堂组织管理支持、过程指导支持和教师问题意识等多元的社会学角色,来实现幼儿语音意识发展的心理通达,从而发展其语音意识水平。     

Development of Bilingual Phonological Awareness in Spanish-Speaking English Language Learners: The Roles of Vocabulary,Letter Knowledge,and Prior Phonological Awareness

Theories concerning the development of phonological awareness place special emphasis on lexical and orthographic knowledge. Given the large degree of variability in preschool classrooms that house Spanish-speaking English language learners (ELL), this study controlled for classroom effects by removing classroom means and covariances based on 158 children from 40 classrooms. Path analyses of the child-level covariance matrices tested the extent to which vocabulary and letter knowledge in each language predicted growth in English and Spanish phonological awareness of 130 preschool-age, Spanish-speaking ELLs. Results supported cross-linguistic effects of prior phonological awareness and Spanish vocabulary in the development of bilingual phonological awareness. Implications for theory, instruction, and research methods are discussed.     

汉语发展性阅读障碍儿童语音意识研究综述

本文对拼音文字体系的发展性阅读障碍儿童的语音意识研究进行了总结,在此基础上针对汉语发展性阅读障碍儿童语音意识的研究进行分析,归纳.汉语阅读障碍儿童语音意识研究的被试取样、筛查标准、测验方法存在问题,导致语音意识的研究结论差异比较大.最后,探讨了汉语的特异性,语音意识研究应该切合汉语的特点,在被试取样、筛查标准、测验内容等方面规范该领域的研究.     

Rhythmic Rhymes for Boosting Phonological Awareness in Socially Disadvantaged Children

This study evaluated the ability for two rhythmic rhyming programs to raise phonological awareness in the early literacy classroom. Year 1 (5–6‐year‐olds) from low socioeconomic status schools in Bedfordshire, learned a program of sung or spoken rhythmic rhymes, or acted as controls. The project ran with two independent cohorts (Cohort 1 N = 98, Cohort 2 N = 136). Program‐related gains from pre‐ to post‐tests of phonological awareness (Rhyme Detection, Rhyme Production, and Phoneme Deletion), were statistically significant with the exception of Rhyme Detection in the Spoken group (Cohort 1) and Rhyme Production in the Sung group (Cohort 2). The Spoken program achieved medium and large effect sizes for Cohort 1 on measures of rhyming awareness (although the effect size was small for Cohort 2). Comparatively, the Sung program was associated with smaller effects (small, negligible, or with a small positive effect for Controls) across tasks and cohorts.     

Phonological Awareness,Peer Nominations,and Social Competence Among Preschool Children At Risk for Developing Learning Disabilities

This study examined the relations between phonological awareness skills and social-emotional competence among preschool children who were considered at risk for developing learning disabilities. Phonological awareness skills, loneliness, sense of coherence, and peer acceptance of 98 children with an age range from 5.0 to 6.4 years (39 with a high risk for developing learning disabilities and 59 nondisabled peers) were assessed. The children at risk differed significantly from the nondisabled children on all measures. Their scores on the phonological awareness measures were lower, they viewed themselves as more lonely, felt less confident about their world, and they were less accepted by their peers. Subgrouping, using the sense of coherence and the combined phonological measure as criteria, revealed that the largest number of children at risk were in the group with lowest levels of coherence and phonological awareness skills. The smallest proportion of high risk children was found in the group characterised by its high sense of coherence and high level of phonological awareness. Thus, children at risk for developing learning disabilities revealed two groups of deficits: phonological awareness difficulties and social-emotional difficulties. The results emphasised the need to examine interrelations between peer acceptance and both cognitive-phonological awareness and emotional domains.     

Enhancing Phonological Awareness and Letter Knowledge in Preschool Children with Down Syndrome

This study investigated the effectiveness of a phonological awareness intervention for 4‐year‐old children with Down syndrome. Seven children with Down syndrome who attended an early intervention centre participated in the intervention. Their performance on measures of phonological awareness (initial phoneme identity), letter name and sound knowledge, and print concepts pre‐intervention and post‐intervention, was compared with that of a randomly selected group of age‐matched peers with typical development. The intervention involved print referencing techniques whereby the children’s parents were instructed to bring the children’s attention to targeted letters and sounds within words and to draw their attention to the initial phonemes in words during daily shared book reading activities. The intervention was presented for a 6‐week period. The results indicated a significant treatment effect on phonological awareness and letter knowledge for the children with Down syndrome. Additionally, above‐chance performance on the initial phoneme identity task was contingent on letter knowledge of the particular phoneme. Individual profiles of the children with Down syndrome pre‐intervention and post‐intervention are presented, and implications for the management of preschool children approaching the age of integration into mainstream primary schools are discussed.     

维吾尔语发展性阅读障碍儿童语音意识特点

通过比较四年级的维吾尔语发展性阅读障碍儿童和普通儿童在不同表征水平上的语音意识能力,发现在有关语音意识若干因素的测验上,阅读障碍儿童只是在音位意识上比普通儿童落后;而在其它更大表征单元的语音意识能力上,如音节意识和首音-韵脚意识上阅读障碍儿童没有落后.表明具有透明正字法的维吾尔语发展性阅读障碍儿童在细小的语音表征和操作能力上存在落后,表现出了跨文字一致性特点;在较大单元的语音表征和操作能力上不存在落后,表现出了透明文字的特点.     

Phonological Awareness in Literacy Acquisition: It's Not Only for Children

The aim of this study was to determine the cognitive processes of adult literacy acquisition. We assessed the progress of 59 women participating in an intensive adult literacy program that we have developed in Turkey. After only 90 hr of instruction, there were significant improvements in letter and word recognition, phonological awareness, and spelling levels. Word recognition and spelling were predicted by phonological awareness. The results were consistent with studies on children's literacy acquisition, which show the critical nature of phonological awareness in literacy acquisition.     

Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension

Cognate awareness is the ability to recognize the cognate relationship between words in two etymologically related languages. The current study examined the development of cognate awareness and its contribution to French (second language) reading comprehension among Canadian French immersion children. Eighty-one students were tested at the end of Grade 1 and again at the end of Grade 2. Children were administered a cognate awareness task in French, in which they were asked to decide whether a French word had a cognate in English. Overall, performance on the cognate awareness task was significantly above chance at both time points, and it improved overtime. Thus, for the majority of the participants, cognate awareness was evident as early as first grade. Regressions revealed that cognate awareness measured in Grades 1 and 2 made a significant contribution to Grade 2 French reading comprehension, beyond multiple controls. The results of the study suggest that cognate awareness is a unique aspect of second-language reading comprehension in young bilingual children.     

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.     

语音意识在单词拼写中的作用

英语学习者能否有效地拼写,记忆单词以及其阅读能力的高低与语音意识有着直接的关系。语音意识独立发展假设认为,语音意识结构中各成份的发展取决于儿童在某方面所接受的语言训练,即语音意识的发展与学习者的特殊语言经历有关。语音意识可以培养,语音意识的提高有益于单词拼写能力的提高。该文以语音意识在单词拼写中的作用为核心,着重论述语音意识在单词拼写过程中的影响作用;同时,文章还以辩证唯物主义观点出发,指出单词拼写能力的提高反过来也可以促进语音意识的提高。     

4～5岁幼儿句法意识的发展

采用句法判断和句法更正任务,本研究探讨了4～5岁幼儿句法意识的发展过程和内在机制。结果表明:(1)4～5岁幼儿的句法意识有显著发展,这主要表现在5岁儿童的句法更正成绩显著高于4岁儿童;(2)句法错误类型影响句法更正成绩,表明他们在不同句法规则的句法意识的发展是不同步的;(3)从4到5岁,个人经验在句法更正中的作用下降,儿童的注意从个人经验和句子意义转向句子的意义和语法规则,揭示了幼儿句法意识逐渐从句子内容转向句子形式的发展趋势。     

4～5岁幼儿句法意识的发展

采用句法判断和句法更正任务，本研究探讨了4～5岁幼儿句法意识的发展过程和内在机制。结果表明：（1）4～5岁幼儿的句法意识有显著发展，这主要表现在5岁儿童的句法更正成绩显著高于4岁儿童；（2）句法错误类型影响句法更正成绩，表明他们在不同句法规则的句法意识的发展是不同步的；（3）从4到5岁，个人经验在句法更正中的作用下降，儿童的注意从个人经验和句子意义转向句子的意义和语法规则，揭示了幼儿句法意识逐渐从句子内容转向句子形式的发展趋势。     

Developmental Changes in the Relations Between RAN,Phonological Awareness,and Reading in Spanish Children

We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN–reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word reading. Therefore, in contrast to most previous studies, we used discrete reading tasks. Serial RAN tasks for objects, colors, digits, and letters were included. First, we examined whether the RAN tasks loaded on the same constructs across time. An alphanumeric and a nonalphanumeric factor were identified, which were invariant over time. In subsequent multigroup structural equation models we found that the PA–reading relationship was low but slightly increased in the higher grades. As predicted, the RAN–reading relationship decreased for words, whereas the relationship remained stable for pseudowords.     

儿童视觉加工能力与其语音意识的相关性

本研究通过考察儿童对无意义简单图形、汉语生字和英语生词的视觉辨别记忆能力,探讨视觉加工对儿童语音意识发展的可能作用,并通过方言-普通话双语儿童(简称方言被试)和普通话单语儿童(简称普通话被试)的对比,进一步探讨方言被试和普通话被试在语音意识维度上的差异是否会在视觉记忆能力中反映出来.结果显示,方言语音经验并不影响与汉字学习有关的视觉记忆能力;但不同刺激类型的视觉记忆能力和语音意识的相关性随着年级的变化而变化.回归分析显示,在二年级时,图形和汉字的视觉记忆能力能够预测儿童的语音意识水平,而到了四年级和六年级,英语生词的视觉记忆能力是语音意识的唯一预测变量.由于汉语拼音和英语在形态上的一致性,结合系列研究的其他结论,本实验结果显示:汉语拼音的学习和巩固,使语音的形式化成为可能,而语音的形式化易化了语音加工过程,这个易化过程反映为语音意识测量成绩的提高.     

儿童汉语语音意识发展之研究

语音意识是心理学界与语言学界共同关注的课题,探讨儿童汉语语音意识发展的影响因素、测量方法以及培养策略,可以为教育与研究者提供一定的参考,促进儿童汉语语音意识的研究与发展。     

Reading Disabilities Among Hebrew-speaking Children in Upper Elementary Grades: The Role of Phonological and Nonphonological Language Skills

The purpose of the present study was to examine the contribution of phonological and nonphonological language skills to reading among Hebrew-speaking children with and without reading disabilities (RD) aged 10–13. We expected that the performance of children with RD would be significantly poorer in all of the language processes compared with those of chronological age-matched children with no RD. Also, we expected that nonphonological language skills would contribute unique variance to reading level. The results showed that the most marked predictor for all reading measures was the phonological awareness measure. However, nonphonological language skills also showed a significant contribution to variance in accuracy and rate of reading real words but not to variance in pseudoword reading. The discussion highlights how investigating different orthographic systems can deepen our understanding of the role of the different language processes at play in reading. Our results further stress the importance of using multi-componential reading measures (i.e., pseudowords, real words and reading rate) when analyzing the relationship between reading and language skills.     

影响留学生语音意识发展的因素

在西方心理语言学和教育心理学界,语音意识是一个非常活跃的领域,为此人们在不同理论观点的引导下,实施了不少有意义的研究。文章正是在以往研究的基础上具体探讨了影响学习者的汉语语音意识的因素。文章发现,母语差异和汉语水平高低是影响学习者汉语语音意识发展的主要因素,并且这两个因素间存在着显著的交互作用,主要表现为汉语水平低的学习者受母语差异影响小,而汉语水平高的学习者受母语差异影响显著。此外,通过对语音意识作业的详细分析,文章还发现学习者的汉语音位意识发展较早,这一点不同于汉语儿童的语音意识发展顺序。