Letter names, phonological awareness and the phonetization of writing
Letter names, phonological awareness and the phonetization of writing
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字母名称、语音意识和书写拼音化
DOI：
10.1007/bf03173200
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发表时间：
2001-12-01
影响因子：
3
通讯作者：
Silva, C
中科院分区：
文献类型：
--
作者：
Martins, MA;Silva, C
在对语音意识、儿童的字母名称知识和他们对字母代码的理解之间的关系进行了一些研究之后，我们提出了一个假设，即儿童的字母名称知识可能有助于他们对单词的口头部分的分析，从而使他们能够产生一些声音由适当的字母表示的写作。研究对象为80岁的幼儿园儿童，分为两个实验组和两个控制组，分别进行语音知识和字母知识测试。我们要求实验组的孩子们写一组单词，其中第一个声音（实验G。1)或中间音（Exp.G.）2)与孩子知道的字母名称相吻合;控制组的孩子被要求写一组控制词。结果表明，促进词的介绍提示音节的儿童产生写作中的一些声音是由适当的字母表示;实验G。我给出的结果比Exp.G.好。2.最后，儿童在语音和字母名称测试中取得的成绩与他们写的语音数量之间存在正相关关系。
Following several studies oil the relationship between phonological awareness, children's knowledge of letter names and their understanding of the alphabetic code, we pose the hypothesis that children's knowledge of letter names may contribute to their analysis of the oral segments of words, thereby enabling them to produce writing in which some of the sounds are represented by appropriate letters. The participants it-ere 80-syllabic 5-year-old kindergarten children, who were assigned to 2 experimental and 2 control groups and submitted to phonological and letter knowledge tests. We asked the children in the experimental groups to write a set of words in which either the initial sound (Exp.G. 1) or the middle sound (Exp.G. 2) coincided with the name of a letter known by the child; the children in the control groups were asked to write a set of control words. The results show that the introduction of facilitating words prompts syllabic children to produce writing in which some of the sounds are represented by appropriate letters; Exp.G. I gave better results than Exp.G. 2. Finally there is a positive relationship between the results achieved by children in phonological and letter name tests and the number of sounds they write phonetically.