The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children
The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children
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DOI：
10.1037/0022-0663.96.1.43
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发表时间：
2004-03-01
影响因子：
4.9
通讯作者：
Lonigan, CJ
中科院分区：
文献类型：
--
作者：
Anthony, JL;Lonigan, CJ
语音意识是阅读习得中的一个因果变量，对其性质存在较大争议。在4项研究中，包括202名5-6岁儿童纵向学习3年，123名2-5岁儿童，38名4岁儿童纵向学习2年，以及826名4-7岁儿童，考察了对押韵的敏感性与其他形式的语音意识的关系。幼儿的押韵敏感性与音位意识、音段意识和整体语音敏感性无明显区别。在年龄较大的儿童中，押韵敏感度与这些语音技能是可以区分的，尽管高度相关。押韵敏感度对其他语音技能有很高的预测性。儿童对不同语言单位的敏感性似乎最好被概念化为一种单一的潜在能力。
Significant controversy exists about the nature of phonological awareness, a causal variable in reading acquisition. In 4 studies that included 202 5- to 6-year-old children studied longitudinally for 3 years, 123 2- to 5-year-old children, 38 4-year-old children studied longitudinally for 2 years, and 826 4- to 7-year-old children, the authors examined the relation of sensitivity to rhyme with other forms of phonological awareness. Rhyme sensitivity was indistinguishable from phonemic awareness, segmental awareness, and global phonological sensitivity in younger children. Rhyme sensitivity was distinguishable, although highly correlated, with these phonological skills in older children. Rhyme sensitivity was highly predictive of these other phonological skills. Children's sensitivity to different linguistic units seems best conceptualized as a single underlying ability.