Shu Hua, Peng Hong, McBride-Chang Catherine
State Key Lab of Cognitive Neuroscience and Learning, Beijing Normal University, PR China.
Dev Sci. 2008 Jan;11(1):171-81. doi: 10.1111/j.1467-7687.2007.00654.x.
Two studies explored the nature of phonological awareness (PA) in Chinese. In Study 1, involving 146 children, awareness of phoneme onset did not differ from chance levels at ages 3-5 years in preschool but increased to 70% correct in first grade, when children first received phonological coding (Pinyin) instruction. Similarly, tone awareness was at better than chance levels from second year kindergarten (age 4), but increased strongly and significantly in first grade to 74% accuracy. In contrast, syllable and rime awareness increased gradually and steadily across ages 3-6 years. Patterns suggest different influences of age and literacy instruction for different PA levels. In Study 2, involving 202 preschoolers, variance in Chinese character recognition was best explained by tasks of syllable awareness, tone awareness, and speeded naming. Findings underscore the unique importance of both tone and syllable for early character acquisition in Chinese children.
两项研究探讨了汉语语音意识（PA）的本质。在研究1中，涉及146名儿童，音素起始意识在3至5岁的学龄前儿童中与随机水平没有差异，但在一年级时提高到了70%的正确率，此时儿童首次接受语音编码（拼音）教学。同样，声调意识从幼儿园第二年（4岁）起就高于随机水平，但在一年级时大幅显著提高，准确率达到74%。相比之下，音节和韵脚意识在3至6岁期间逐渐稳步提高。这些模式表明年龄和识字教学对不同语音意识水平有不同影响。在研究2中，涉及202名学龄前儿童，汉字识别的差异最好由音节意识、声调意识和快速命名任务来解释。研究结果强调了声调与音节对中国儿童早期汉字习得的独特重要性。
