The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders
The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders
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奥里亚语和英语的语音意识与单词阅读准确性之间的关系：对奥里亚语五年级学生的研究
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
R. Stainthorp
中科院分区：
文献类型：
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作者：
Ranjita Mishra;R. Stainthorp
本研究探讨了奥里亚语和英语语音意识与阅读的关系。奥里亚语是印度东部奥里萨邦的官方语言。书写系统是字母表。对99名五年级儿童（平均年龄9岁7个月）进行了两种语言的语音意识、单词阅读和假词阅读测试。48名儿童在奥里亚中学上学，他们从一年级开始在奥里亚接受识字教育，从二年级开始学习英语。51名儿童在英语学校上学，他们从一年级开始接受英语扫盲教学，在奥里亚从二年级开始接受英语扫盲教学。结果表明，奥里亚语的语音意识对奥里亚语、英语单词和伪单词的阅读有显著的促进作用。然而，它只对英语学校儿童的欧里亚伪词阅读和英语单词阅读有贡献。英语语音意识有助于两组学生的英语单词和假词阅读。进一步的分析调查了每一种语言中对大音位单位（音节、起音和韵脚）和小音位单位（音素）的意识对阅读的贡献。数据表明，跨语言迁移和语音意识对单词阅读的促进在不同语言之间不是对称的，这可能取决于所学习语言的不同正字法的特征，以及第一读写语言是否也是第一口语。
This study investigated the relationships between phonological awareness and reading in Oriya and English. Oriya is the official language of Orissa, an eastern state of India. The writing system is an alphasyllabary. Ninety-nine fifth grade children (mean age 9 years 7 months) were assessed on measures of phonological awareness, word reading and pseudo-word reading in both languages. Forty-eight of the children attended Oriya-medium schools where they received literacy instruction in Oriya from grade 1 and learned English from grade 2. Fifty-one children attended English-medium schools where they received literacy instruction in English from grade 1 and in Oriya from grade 2. The results showed that phonological awareness in Oriya contributed significantly to reading Oriya and English words and pseudo-words for the children in the Oriya-medium schools. However, it only contributed to Oriya pseudo-word reading and English word reading for children in the English-medium schools. Phonological awareness in English contributed to English word and pseudo-word reading for both groups. Further analyses investigated the contribution of awareness of large phonological units (syllable, onsets and rimes) and small phonological units (phonemes) to reading in each language. The data suggest that cross-language transfer and facilitation of phonological awareness to word reading is not symmetrical across languages and may depend both on the characteristics of the different orthographies of the languages being learned and whether the first literacy language is also the first spoken language.
随着儿童从初级读者发展为熟练阅读者，语音处理能力和单词级阅读之间关系的变化：一项为期 5 年的纵向研究。
影响因子：
4
作者：
Wagner,RK;Torgesen,JK;Rashotte,CA;Hecht,SA;Barker,TA;Burgess,SR;Donahue,J;Garon,T
通讯作者：
Garon,T