Siok W T, Fletcher P
Department of Speech and Hearing Sciences, University of Hong Kong, China.
Dev Psychol. 2001 Nov;37(6):886-99.
This study examined the role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. The subjects were 154 1st, 2nd, 3rd, and 5th graders in Beijing who had learned an alphabetic script known as Hanyu Pinyin to help read Chinese characters. Children's performance on tests of various cognitive skills, reading ability, and pinyin knowledge were examined. Results of hierarchical regression analyses showed that (a) visual skills predicted reading success at lower grades; (b) pinyin knowledge and the ability to discriminate homophonic characters predicted reading success in Grades 2, 3, and 5; and (c) onset-rime awareness, but not phonemic awareness, predicted Chinese reading. This suggests that learning to read Chinese progresses from a logographic phase to an orthographic-phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system.
本研究考察了语音意识和视觉正字法技能在汉语阅读习得中的作用。研究对象是北京的154名一年级、二年级、三年级和五年级学生，他们学习了一种名为汉语拼音的字母文字来帮助认读汉字。研究考察了儿童在各种认知技能、阅读能力和拼音知识测试中的表现。层次回归分析结果表明：（a）视觉技能在较低年级预测阅读成功；（b）拼音知识和辨别同音字的能力在二、三、五年级预测阅读成功；（c）韵头-韵脚意识而非音素意识预测汉语阅读。这表明学习阅读汉语从表意阶段发展到正字法-语音阶段，并且预测阅读成功的语音意识的性质取决于书写系统的特点。
