语音意识与阅读之间的关系：对语音意识评估的启示
The relationship between phonological awareness and reading: implications for the assessment of phonological awareness.
作者信息
Hogan Tiffany P, Catts Hugh W, Little Todd D
机构信息
Department of Speech-Language-Hearing, University of Kansas, Lawrence 66045, USA.
出版信息
Lang Speech Hear Serv Sch. 2005 Oct;36(4):285-93. doi: 10.1044/0161-1461(2005/029).
PURPOSE
Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade.
METHOD
Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments.
RESULTS
A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading offered information to the prediction of 4th-grade reading. Additionally, a reciprocal relationship was found between phonological awareness and word reading, with kindergarten phonological awareness predicting 2nd-grade word reading and, conversely, 2nd-grade word reading predicting 4th-grade phonological awareness.
CLINICAL IMPLICATIONS
Phonological awareness assessment provides information about reading in kindergarten but loses its predictive power at 2nd grade. At that time, phonological awareness and word reading become so highly correlated that phonological awareness does not add information to the prediction of 4th-grade reading.
目的
言语语言病理学家（SLP）在多种情况下使用语音意识评估。本研究考察了这些评估在幼儿园和二年级的实用性。
方法
对570名参与阅读和语言障碍纵向研究的儿童进行了测试，在幼儿园阶段进行语音意识和字母识别测试，在二年级和四年级进行语音意识、语音解码（即非词阅读）和单词阅读测试。
结果
路径分析表明，幼儿园阶段的语音意识和字母识别测试结果能够为预测二年级的阅读能力提供信息。在二年级，阅读测试结果能够为预测四年级的阅读能力提供信息。此外，还发现语音意识和单词阅读之间存在相互关系，幼儿园的语音意识能够预测二年级的单词阅读，反之，二年级的单词阅读能够预测四年级的语音意识。
临床意义
语音意识评估能够提供幼儿园阶段阅读能力的相关信息，但在二年级时失去其预测能力。在那个阶段，语音意识和单词阅读的相关性变得非常高，以至于语音意识无法为预测四年级的阅读能力提供额外信息。
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