PHONOLOGICAL AWARENESS AND VISUAL SKILLS IN LEARNING TO READ CHINESE AND ENGLISH
PHONOLOGICAL AWARENESS AND VISUAL SKILLS IN LEARNING TO READ CHINESE AND ENGLISH
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DOI：
10.1016/0010-0277(94)00641-w
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发表时间：
1995-01-01
期刊：
影响因子：
3.4
通讯作者：
HANLEY, JR
中科院分区：
文献类型：
--
作者：
HUANG, HS;HANLEY, JR
众所周知，在学习阅读字母文字（如英语）的儿童中，语音意识与阅读技能密切相关。本研究还对香港和台湾地区学习汉语的儿童的语音意识和阅读技能之间的关系进行了调查。这是因为台湾的孩子在学习汉字之前，先学习一种称为“竹音符号”的拼音文字。此外，大部分的汉字都含有“拼音”成分，这可能会被中国读者在识别汉字时使用。本研究以137名来自英国、香港和台湾的8岁小学儿童为被试，考察了他们在语音意识、视觉技能和阅读能力测试中的表现。虽然汉语阅读与语音意识之间存在显著相关，但一系列回归分析的结果并不支持语音意识本身的差异是导致儿童阅读能力差异的主要原因的观点。相比之下，即使在排除了智商和词汇量的影响之后，英国儿童在语音意识测试（押韵和音素检测）中的表现与阅读能力显著相关。结果还表明，视觉配对联想学习与香港和台湾儿童的阅读能力显著相关，而与英国儿童的阅读能力不显著相关。此外，韵的性质和音素删除技能，来自英国和香港的儿童不同。而英国儿童发现从辅音混合音中删除第一个音素更困难（例如，从星星中删除ISI）而不是从在元音之前包含单个辅音的单词中删除ISI（例如，从sit中删除/s/）香港的孩子表现出完全相反的模式。此外，音素删除测试的表现似乎受到孩子是否学习了他们正在测试的语言中的字母脚本的强烈影响。
It is well known that phonological awareness is closely related to reading skill in children who are learning to read an alphabetic script such as English. In this study, the relationship between phonological awareness and reading skill was also investigated in children living in Hong Kong and Taiwan who were learning to read Chinese. This is because children from Taiwan learn a phonological script, known as Zhu-Yin-Fu-Hao, before they are taught to read any Chinese characters. In addition, a high proportion of Chinese characters contain a ''phonetic'' component which might be used by Chinese readers when they are recognising Chinese words. Consequently, the performance of 137 8-year-old primary children from Britain, Hong Kong and Taiwan on tests of phonological awareness, visual skills and reading ability was examined. Although there were significant correlations between Chinese reading and phonological awareness, the results of a series of regression analyses did not support the view that differences in phonological awareness per se are a primary cause of differences in reading ability amongst children learning to read Chinese. In contrast, performance on the phonological awareness tests (rhyme and phoneme detection) was significantly related to the reading ability of British children even after the effects of IQ and vocabulary had been partialled out. The results also showed that a test of visual skills (visual paired associates learning) was significantly related to the reading ability of the children in Hong Kong and Taiwan, but not to the reading of the British children. In addition, the nature of rhyme and phoneme deletion skills differed in children from Britain and Hong Kong. Whereas British children found it more difficult to delete the first phoneme from an initial consonant blend (e.g., deleting isi from star) than from a word which contained a single consonant before the vowel (e.g., deleting /s/ from sit) children from Hong Kong showed exactly the opposite pattern. In addition, performance on a phoneme deletion test appeared to be strongly influenced by whether or not the child had learnt an alphabetic script in the language in which they were being tested.