Doctoral Dissertation Research: Phonological awareness and literacy skills in Korean: Latent growth analysis

博士论文研究：韩语语音意识和读写能力：潜在增长分析

• 批准号: 0545205
• 负责人: Catherine Snow
• 金额: $ 1.12万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-02-01 至 2007-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0545205&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Phonological; awareness

Does children's knowledge of the sound structure of their language influence their literacy acquisition of literacy? Do children group sounds in a particular way? How is this related to children's literacy skills? Previous studies have shown that children speaking English and some Indo-European languages tend to divide a syllable into two smaller units, for example, cat into 'c' and 'at'. Furthermore, children's ability to manipulate these units (called phonological awareness) is related to their literacy skills. However, a question remains regarding whether this phenomenon is universal across languages with very different phonological characteristics. For example, do monolingual Korean children divide a syllable into similar or different chunks? Does Korean children's knowledge of syllable structure have any relationship to the development of their literacy skills in Korean? In order to address these questions, Ms. Young-Suk Kim, under the direction of Dr. Catherine Snow, will follow four-year-old monolingual Korean children from the beginning of their first preschool year to the beginning of their second preschool year. The study will use latent growth modeling in order to examine the development of the children's understanding of the phonological structure of Korean and their literacy skills. The intellectual merit of the study derives from its capacity to expand researchers' conceptualization of children's phonological awareness development, which is at present based mostly on findings from Indo-European languages. A broader impact of this study is an increase in researchers' understanding of typological variation in the relationship between oral language features and children's development of phonological awareness. In addition, the findings will provide insights into how Korean preschoolers develop the control over their phonological system needed for success with the Korean alphabetic writing system.

儿童对语言语音结构的了解是否影响他们的识字能力？孩子们是否以一种特殊的方式将声音组合在一起？这与儿童的识字能力有什么关系？ 以前的研究表明，说英语和一些印欧语言的儿童倾向于将一个音节分成两个较小的单位，例如，cat分为“c”和“at”。 此外，儿童操纵这些单位的能力（称为语音意识）与他们的识字技能有关。然而，一个问题仍然存在，即这种现象是否普遍存在于具有非常不同的语音特征的语言中。例如，单语韩国儿童会把一个音节分成相似的还是不同的组块？韩国儿童的音节结构知识与他们的韩语读写能力的发展是否有关系？为了解决这些问题，Young-Suk Kim女士在Catherine Snow博士的指导下，将跟踪四岁的单语韩国儿童，从他们的第一个学前学年开始到第二个学前学年开始。本研究将采用潜在成长模式，以探讨儿童对韩语语音结构的理解和识字能力的发展。 这项研究的智力价值来自于它能够扩大研究人员对儿童语音意识发展的概念化，目前这种概念化主要基于印欧语言的研究结果。这项研究的一个更广泛的影响是增加了研究人员对口语特征与儿童语音意识发展之间关系的类型学差异的理解。此外，研究结果将提供深入了解韩国学龄前儿童如何发展控制他们的语音系统所需的成功与韩国字母书写系统。