Izzo Andrea
Department of Education, LeMoyne College, Syracuse, NY, USA.
Am Ann Deaf. 2002 Oct;147(4):18-28. doi: 10.1353/aad.2012.0242.
The study examined the relationship between phonemic awareness and reading ability in students who are deaf. The research questions were: (a) What is the relationship between phonemic awareness and reading ability in students who are deaf? (b) Does phonemic awareness facilitate the reading development of these students? Participants were 29 children of primary school age enrolled in a residential school for students who are deaf. The dependent variable, reading ability, was measured by a retelling task. The independent variables were age, language ability, and phonemic awareness. Language ability was determined through expert analysis of participant interviews. Phonemic awareness was measured with a word-to-word matching task. Descriptive techniques and multiple regression analysis were employed to analyze the data. Results indicated that reading ability was significantly correlated to language ability, but not to phonemic awareness. Phonemic awareness did not contribute to any of the variance in reading ability. The study results call into question the role of phonemic awareness as a prerequisite for reading development.
该研究调查了失聪学生的音素意识与阅读能力之间的关系。研究问题如下：（a）失聪学生的音素意识与阅读能力之间有何关系？（b）音素意识是否有助于这些学生的阅读发展？研究参与者为29名就读于一所失聪学生寄宿学校的小学适龄儿童。因变量阅读能力通过复述任务来衡量。自变量为年龄、语言能力和音素意识。语言能力通过对参与者访谈的专家分析来确定。音素意识通过单词匹配任务来衡量。采用描述性技术和多元回归分析对数据进行分析。结果表明，阅读能力与语言能力显著相关，但与音素意识无关。音素意识对阅读能力的任何方差均无贡献。研究结果对音素意识作为阅读发展先决条件的作用提出了质疑。
