Development of Literacy and Phonological Awareness-Preliminary Study for Differential Evaluation of Reading Problems

对196名日本儿童(学龄前至二年级)进行了为期3年的研究，旨在发现阅读与早期识别和干预计划开发的各种能力之间的关系。结果显示，阅读与阅读之间存在显著的统计学相关性。理解力和语音意识。在本研究中，我们使用了单词和非单词的删除、颠倒和重复作为语音意识任务。研究表明，语音意识的发展可以促进阅读的发展，表现为语音加工的速度更快、内部化程度更高、接受性词汇更丰富。研究还发现，阅读能力较差的读者掌握的基本阅读技能以及语音意识都落后于阅读质量好和阅读正常的读者1-2年。无意义单词重复的错误模式表现为转置或替换词尾或辅音，而不仅仅是元音。这可能表明日语元音在CV结构中的健壮性。考虑到这项研究中观察到的所有结果，这里使用的语音任务可能是在阅读的早期阶段发现阅读问题的有用测量。

A 3-year study was conducted on 196 Japanese children (pre-school through Grade 2) to find the relationship between reading and various abilities to exploit early identification and intervention program. The results show statistically significant correlations between reading. comprehension and phonological awareness. In this study we employed deletion, reversal, and repetition of words and non-words as phonological awareness tasks. It is suggested that reading development can be facilitated by the development of phonological awareness manifested in the quicker and internalized phonological processing as well as richer receptive vocabulary. It is also found that the poor readers acquire basic reading skills along with phonological awareness 1 to 2 year behind the good and normal readers. The error patterns of nonsense word repetitions were characterized by transposing or substituting the moras or consonants, not the vowels alone. This might indicate the robustness of Japanese vowels in CV structures. Considering all the results observed in this study, the phonological tasks used here can be useful measurements to detect reading problems at the very early stage of reading.