Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample
Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample
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DOI：
10.1006/jecp.1998.2450
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发表时间：
1998-08-01
影响因子：
2.6
通讯作者：
Lonigan, CJ
中科院分区：
文献类型：
--
作者：
Burgess, SR;Lonigan, CJ
儿童的语音敏感性是阅读技能发展的一个强有力的预测因素。最近的证据表明，语音敏感性和阅读是相关的。也就是说，语音敏感性促进早期阅读的发展，早期阅读促进语音敏感性的发展。而这种相互关系的证据来自与学龄儿童的研究，本研究探讨了97个中等收入的4- 5岁的儿童在一年的纵向研究中的语音敏感性和字母知识之间的关系。多元回归分析显示，语音敏感性预测字母知识的增长，字母知识预测语音敏感性的增长时，控制儿童的年龄和口头语言能力。这些结果表明，阅读和语音敏感性之间的相互关系是目前相对较早的识字技能的发展，在正式的阅读教学开始之前，（C）1998年学术出版社。
Children's phonological sensitivity is a strong predictor of the development of reading skills. Recent evidence indicates that phonological sensitivity and reading are reciprocally related. That is, phonological sensitivity facilitates the development of early reading and early reading facilitates the development of phonological sensitivity. Whereas evidence for this reciprocal relation has come from studies with school-age children, this study examined the relation between phonological sensitivity and letter knowledge in 97 middle-income 4- and 5-year-old children in a I-year longitudinal study. Multiple regression analyses revealed that phonological sensitivity predicted growth in letter knowledge, and letter knowledge predicted growth in phonological sensitivity when controlling for children's age and oral language abilities. These results indicate that the reciprocal relation between reading and phonological sensitivity is present relatively early in the development of literacy skills, prior to the onset of formal reading instruction, (C) 1998 Academic Press.