Chinese children's character recognition: Visuo-orthographic, phonological processing and morphological skills
Chinese children's character recognition: Visuo-orthographic, phonological processing and morphological skills
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DOI：
10.1111/j.1467-9817.2010.01460.x
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发表时间：
2012-08-01
影响因子：
2.7
通讯作者：
Peng, Hong
中科院分区：
文献类型：
--
作者：
Li, Hong;Shu, Hua;Peng, Hong
对北京市184名幼儿园幼儿和273名小学生进行了视觉技能、正字法知识、语音意识、快速命名、形态意识和汉字再认任务的测试。回归分析表明，只有音节缺失、形态结构和快速数字命名是影响幼儿汉字再认的唯一相关因素。小学生汉字再认的独立相关因素依次为：字形识别、同音异音判断、语素产生、正字法知识和快速数字命名。结果强调了语音加工和形态意识的某些维度对汉语阅读习得的早期和中期的重要性。虽然在年龄较小(但不是较大)的儿童中，视觉技能与汉字识别显著相关，但在任何年级水平上，视觉技能与汉字阅读都不是唯一相关的。然而，拼写技能在小学阶段与阅读密切相关，而不是在幼儿园，这表明随着阅读经验的增加，拼写技能对识字能力的发展更加重要。
Tasks tapping visual skills, orthographic knowledge, phonological awareness, speeded naming, morphological awareness and Chinese character recognition were administered to 184 kindergarteners and 273 primary school students from Beijing. Regression analyses indicated that only syllable deletion, morphological construction and speeded number naming were unique correlates of Chinese character recognition in kindergarteners. Among primary school children, the independent correlates of character recognition were rime detection, homophone judgement, morpheme production, orthographic knowledge and speeded number naming. Results underscore the importance of some dimensions of both phonological processing and morphological awareness for both very early and intermediate Chinese reading acquisition. Although significantly correlated with character recognition in younger (but not older) children, visual skills were not uniquely associated with Chinese character reading at any grade level. However, orthographic skills were strongly associated with reading in primary school but not kindergarten, suggesting that orthographic skills are more important for literacy development as reading experience increases.