Mandarin-speaking preschoolers' pitch discrimination, prosodic and phonological awareness, and their relation to receptive vocabulary and reading abilities.
Mandarin-speaking preschoolers' pitch discrimination, prosodic and phonological awareness, and their relation to receptive vocabulary and reading abilities.
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讲普通话的学龄前儿童的音调歧视，韵律和语音意识以及他们与接受词汇和阅读能力的关系。
DOI：
10.1007/s11145-020-10075-9
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发表时间：
2021-03
影响因子：
2.5
通讯作者：
Bidelman GM
中科院分区：
文献类型：
--
作者：
Chung WL;Bidelman GM
跨语言研究报告说，韵律模式意识（例如，词汇重音和词汇声调）比语音意识对阅读习得更重要。然而，很少有纵向研究已经进行了探索这些变量之间的关系。本研究考察了学龄前儿童的音高辨别能力、韵律意识和语音意识，以及它们与学龄前儿童接受性词汇和一年级儿童阅读能力的关系。研究结果表明：（1）儿童的音高辨别能力和韵律意识在学前至小学四年级期间得到了提高;（2）儿童的音高音程辨别能力在小学四年级期间得到了提高（声调之间的频率分离）有助于接受性词汇，（3）语音意识比韵律意识更能解释接受性词汇的变异性;而单词阅读和阅读理解能力则相反。韵律和它的声学线索（即，在学习阅读普通话时，音高起着至关重要的作用。
Cross-linguistic studies have reported that prosodic pattern awareness (e.g., lexical stress and lexical tone) is more important to reading acquisition than phonological awareness. However, few longitudinal studies have been conducted to explore the relations between these variables. This study examined preschoolers’ pitch discrimination, prosodic and phonological awareness, and their connection to receptive vocabulary in preschool and reading abilities in first grade. Findings reveal (1) children improve their pitch discrimination and prosodic awareness from preschool to fourth grade; (2) pitch interval discrimination (frequency separation between tones) contributes to receptive vocabulary whereas pitch contour discrimination (patterns of rising and falling pitch) predicts word reading; (3) phonological awareness accounts for more variability in receptive vocabulary than prosodic awareness; whereas the reverse was found for word reading and reading comprehension. Together, prosody and its acoustic cue (i.e., pitch) play a vital role in learning to read Mandarin.
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影响因子：
2
作者：
Ho, CSH;Bryant, P
通讯作者：
Bryant, P
影响因子：
2.5
作者：
Chung, Wei-Lun;Hu, Chieh-Fang
通讯作者：
Hu, Chieh-Fang
DOI：
10.1044/1092-4388(2007/046
发表时间：
2007-06-01
影响因子：
2.6
作者：
Corriveau, Kathleen;Pasquini, Elizabeth;Goswami, Usha
通讯作者：
Goswami, Usha
影响因子：
2.3
作者：
Holliman, Andrew J.;Wood, Clare;Sheehy, Kieron
通讯作者：
Sheehy, Kieron
影响因子：
2.2
作者：
LI, CN;THOMPSON, SA
通讯作者：
THOMPSON, SA