Phonological processing and emergent literacy in younger and older preschool children
Phonological processing and emergent literacy in younger and older preschool children
复制标题
DOI：
10.1007/s11881-007-0008-8
复制
发表时间：
2007-12-01
影响因子：
2.3
通讯作者：
Francis, David J.
中科院分区：
文献类型：
--
作者：
Anthony, Jason L.;Williams, Jeffrey M.;Francis, David J.
语音意识、语音记忆和语音对词汇存储的访问在识字过程中起着重要的作用。我们研究了389名3岁、4岁和5岁儿童的这些语音加工能力（PPA）的聚合效度、判别效度和预测效度。验证性因素分析支持每项PPA的有效性与一般认知能力分开且彼此分开。多组，结构方程模型（SEM）的平均结构表明，年龄较大的学龄前儿童有更好的开发潜在的PPA比年轻的学龄前儿童，但PPA的结构是等效的。RAN被发现与字母知识和文本歧视在年轻的学龄前儿童，PA被发现与文字阅读技能在老年学龄前儿童。最后，一般认知能力只是通过PPA与紧急识字间接相关。这些结果突出了PPA在英语学龄前儿童早期识字发展中的重要性。
Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA) in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general cognitive ability and separate from each other. Multigroup, structural equation modeling (SEM) with mean structure demonstrated that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent. RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development of English-speaking preschool children.