The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important
The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important
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DOI：
10.1016/0010-0277(91)90026-z
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发表时间：
1991-09
期刊：
影响因子：
3.4
通讯作者：
Heinz Wimmer;K. Landerl;Renate Linortner;P. Hummer
中科院分区：
文献类型：
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作者：
Heinz Wimmer;K. Landerl;Renate Linortner;P. Hummer
三项研究调查了奥地利儿童在阅读指导前的音素意识及其与同时阅读和后期阅读的关系。这些孩子大约 6 至 7 岁，但大多数情况下进入学校时无法阅读。用新开发的、相当简单和自然的元音替换任务测试音素意识，结果表明许多孩子没有表现出任何正确的反应或收效甚微。相比之下，一年级开始时少数读者表现出较高的音素意识，经过几个月的阅读指导，大多数孩子在元音替换任务中的得分至少接近完美。尽管阅读对音素意识有明显的影响，但最初的音素意识差异与学习阅读和拼写的成功之间存在特定的预测关系。与其他研究一致的是，教学前的音素意识差异可以预测一年级结束时字母阅读和拼写的准确性，与智商以及字母知识和阅读的初始差异无关。然而，对教学前的音素意识与后来学习阅读的成功之间的关系进行更仔细的检查揭示了一种特定的模式。一年级开始时具有较高音素意识的孩子在一年级结束时表现出一致的高阅读和拼写成绩。
Three studies examined the presence of phonemic awareness among Austrian children before reading instruction and its relationship to concurrent and later reading. These children were about 6–7 years of age but in the majority of cases unable to read when they entered school. Testing phonemic awareness with a newly developed, rather simple and natural vowel substitution task revealed that many children showed not a single correct response or little success. In contrast, the few readers at the beginning of grade one exhibited high phonemic awareness and after a few months of reading instruction most of the children scored at least close to perfect in the vowel substitution task. Despite this apparent effect of reading on phonemic awareness there was a specific predictive relationship between initial phonemic awareness differences and success in learning to read and to spell. In agreement with other studies it was found that phonemic awareness differences before instruction predicted the accuracy of alphabetic reading and spelling at the end of grade one independent from IQ and initial differences in letter knowledge and reading. However, closer examination of the relationship between phonemic awareness before instruction and later success in learning to read revealed a specific pattern. Children with high phonemic awareness at the beginning of grade one showed uniformly high reading and spelling achievement at the end of grade one.