Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes
Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes
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DOI：
10.1006/jecp.2002.2677
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发表时间：
2002-05-01
影响因子：
2.6
通讯作者：
Cantor, BG
中科院分区：
文献类型：
--
作者：
Anthony, JL;Lonigan, CJ;Cantor, BG
语音敏感性是阅读习得的重要因果变量；然而，关于其性质存在争议。一种观点认为，对各种语言单位的敏感性反映了独立的能力，而另一种观点认为，对这些单位的敏感性反映了一种能力。我们研究了149名年龄较大的学龄前儿童（4岁和5岁）和109名年龄较小的学龄前儿童（2岁和3岁）对单词、音节、押韵和音素的敏感性之间的关系，他们完成了8项语音敏感性和印刷知识的测量。对所有单词、音节、押韵和音素因素组合的验证性因素分析发现，单因素模型最好地解释了两组儿童的数据（CFls >.98）。只有所有语音敏感性技能共有的变异与印刷知识和基本解码有关。研究结果支持语音敏感性的发展性概念化。(C) 2002 Elsevier Science （USA）。
Phonological sensitivity is an important causal variable in reading acquisition; however, there is controversy concerning its nature. One view holds that sensitivity to various linguistic units reflects independent abilities, whereas another holds sensitivity to these units reflects one ability. We examined relations among sensitivity to words, syllables, rhymes, and phonemes in 149 older preschool children (4- and 5-year-olds) and 109 younger preschool children (2- and 3-year-olds) who completed eight measures of phonological sensitivity and measures of print knowledge. Confirmatory factor analyses of all combinations of word, syllable, rhyme, and phoneme factors found that a one-factor model best explained the data from both groups of children (CFls >.98). Only variance common to all phonological sensitivity skills was related to print knowledge and rudimentary decoding. Findings support a developmental conceptualization of phonological sensitivity. (C) 2002 Elsevier Science (USA).