Morphological awareness and learning to read Chinese
Morphological awareness and learning to read Chinese
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DOI：
10.1007/s11145-006-9037-7
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发表时间：
2007-07-01
影响因子：
2.5
通讯作者：
Hu, Chieh-Fang
中科院分区：
文献类型：
--
作者：
Chung, Wei-Lun;Hu, Chieh-Fang
本研究以46名汉语学龄前儿童为被试，探讨了汉字形觉的本质及其与汉字阅读学习的关系。孩子们采取了形态意识的任务，不同的语义透明度和词素的位置。测试了儿童的词汇知识和现存字阅读能力。此外，还进行了性格学习任务。结果表明，语义透明度对儿童的形态意识有显著影响，而词素位置对儿童的形态意识无显著影响。字形意识在划分汉字阅读能力时与词汇知识有关，而在划分词汇知识后与汉字阅读能力无关。汉字学习任务的结果进一步表明，形态意识与刚教过的字中的汉字识别有关，而与未教过的字或假字中的汉字识别无关。形态意识和字符识别之间的关系不再是显着的，当partialling出的变化，在儿童的先验知识的字符学习。综上所述，研究结果表明，词汇知识在形态意识的初始发展中可能比阅读能力发挥更重要的作用，而形态知识在阅读习得的初始阶段对阅读的促进作用似乎并不显著。
This study investigated the nature of morphological awareness and its relation to learning to read Chinese characters among 46 Chinese-speaking preschool children. The children took a morphological awareness task, which varied in semantic transparency and morpheme position. Children's vocabulary knowledge and extant character reading ability were measured. Additionally, a character learning task was administered. Results showed that children's performances on morphological awareness were affected by semantic transparency but not by morpheme position. Morphological awareness was related to vocabulary knowledge when partialling out character reading ability but not to character reading ability after partialling out vocabulary knowledge. The results of the character learning task further revealed that morphological awareness was related to character identification in the words that were just taught but not to character identification in the words that were not taught or in pseudowords. The relation between morphological awareness and character identification ceased to be significant when partialling out the variance in children's prior knowledge of the characters to be learnt. Taken together, the findings suggested that vocabulary knowledge may play a more important role than reading ability in the initial development of morphological awareness and that the facilitative effect of morphological knowledge in reading does not seem to be significant in the very initial stages of reading acquisition.