Anthony Jason L, Williams Jeffrey M, McDonald Renee, Corbitt-Shindler Deborah, Carlson Coleen D, Francis David J
Division of Developmental Pediatrics, University of Texas Health Science Center at Houston, 7000 Fannin Street, Suite 2377, Houston, TX 77030, USA.
Ann Dyslexia. 2006 Dec;56(2):239-70. doi: 10.1007/s11881-006-0011-5.
Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other. Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter sounds. PA was found the best predictor of children's ability to distinguish alphabetic text from nonalphabetic text. Finally, general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the importance of PPAs in the early literacy development of native Spanish speaking preschool children.
语音意识（PA）、语音记忆（PM）以及对词汇存储的语音提取（也称为快速自动命名，RAN）在获取读写能力方面发挥着重要作用。我们对147名母语为西班牙语的3岁、4岁和5岁儿童的这些语音处理能力（PPA）的聚合效度、区分效度和预测效度进行了研究。验证性因素分析（CFA）支持了每种PPA与一般认知能力相分离且彼此分离的效度。此外，结构方程模型发现RAN与西班牙语字母名称知识和西班牙语字母发音独特相关。研究发现PA是儿童区分字母文本和非字母文本能力的最佳预测指标。最后，一般认知能力仅通过PPA与早期读写技能间接相关。这些结果凸显了PPA在以西班牙语为母语的学龄前儿童早期读写能力发展中的重要性。
