Phonemic awareness and reading ability: An investigation with young readers who are deaf
Phonemic awareness and reading ability: An investigation with young readers who are deaf
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DOI：
10.1353/aad.2012.0242
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发表时间：
2002-10-01
影响因子：
1
通讯作者：
Izzo, A
中科院分区：
文献类型：
--
作者：
Izzo, A
本研究旨在探讨聋生的音素意识与阅读能力之间的关系。研究问题是：（1）聋生的音素意识和阅读能力之间的关系是什么？(b)音位意识是否促进了这些阅读的发展。学生？参与者是29名就读于聋哑学生寄宿学校的小学适龄儿童。因变量，阅读能力，通过复述任务进行测量。自变量为年龄、语言能力和音素意识。语言能力是通过专家对参与者访谈的分析确定的。音素意识的测量与字到字的匹配任务。采用描述性技术和多元回归分析对数据进行分析。结果表明，阅读能力与语言能力显着相关，但与音素意识无关。音素意识对阅读能力的差异没有影响。研究结果质疑了音素意识作为阅读发展先决条件的作用。
The study examined the relationship between phonemic awareness and reading ability in students who are deaf. The research questions were: (a) What is the relationship between phonemic awareness and reading ability in students who are deaf? (b) Does phonemic awareness facilitate the reading development of these. students? Participants were 29 children of primary school age enrolled in a residential school for students who are deaf. The dependent variable, reading ability, was measured by a retelling task. The independent variables were age, language ability, and phonemic awareness. language ability was determined through expert analysis of participant interviews. Phonemic awareness was measured with a word-to-word matching task. Descriptive techniques and multiple regression analysis were employed to analyze the data. Results indicated that reading ability was significantly correlated to language ability, but not to phonemic awareness. Phonemic awareness did not contribute to any of the variance in reading ability. The study results call into question the role of phonemic awareness as a prerequisite for reading development.