Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations
Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations
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DOI：
10.1598/rrq.38.4.3
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发表时间：
2003-10-01
影响因子：
4.2
通讯作者：
Burgess, SR
中科院分区：
文献类型：
--
作者：
Anthony, JL;Lonigan, CJ;Burgess, SR
本研究调查了学龄前儿童和幼儿园儿童获得语音敏感性技能的顺序。根据四个级别的语言复杂性（单词、音节、声母和韵母、音素）和四个任务复杂性级别（混合检测、省略检测、混合和省略）来检查语音敏感性。参与者是 947 名来自不同背景的 2 至 5 岁儿童。分层对数线性分析证明了一种准并行的发展模式，对应于单词结构的分层模型和任务复杂性的工作记忆模型。研究结果支持语音敏感性的发展概念。讨论了研究结果对改进评估、早期识字指导和预防阅读困难的影响。
THIS STUDY investigated the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Phonological sensitivity was examined in terms of four levels of linguistic complexity (words, syllables, onsets and rimes, phonemes) across four levels of task complexity (blending detection, elision detection, blending, and elision). Participants were 947 two- to five-year-old children from diverse backgrounds. Hierarchical loglinear analyses evidenced a quasi-parallel pattern of development that corresponded to a hierarchical model of word structure and a working memory model of task complexity. Findings support a developmental conceptualization of phonological sensitivity. Findings are discussed in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties.