University of Nebraska-Lincoln, Department of Special Education and Communication Disorders, Lincoln, NE 68583, USA.
J Learn Disabil. 2010 Jul-Aug;43(4):346-56. doi: 10.1177/0022219410369083. Epub 2010 Jun 23.
In this study, we examined the influence of word-level phonological and lexical characteristics on early phoneme awareness. Typically developing children, ages 61 to 78 months, completed a phoneme-based, odd-one-out task that included consonant-vowel-consonant word sets (e.g., "chair-chain-ship") that varied orthogonally by a phonological characteristic, sound contrast similarity (similar vs. dissimilar), and a lexical characteristic, neighborhood density (dense vs. sparse). In a subsample of the participants-those with the highest vocabularies-results were in line with a predicted interactive effect of phonological and lexical characteristics on phoneme awareness performance: word sets contrasting similar sounds were less likely to yield correct responses in words from sparse neighborhoods than words from dense neighborhoods. Word sets contrasting dissimilar sounds were most likely to yield correct responses regardless of the words' neighborhood density. Based on these findings, theories of early phoneme awareness should consider both word-level and child-level influences on performance. Attention to these influences is predicted to result in more sensitive and specific measures of reading risk.
在这项研究中，我们考察了词级音位和词汇特征对早期音位意识的影响。61 至 78 个月大的正常发育儿童完成了一项基于音位的、与众不同的任务，其中包括辅音-元音-辅音的单词集（例如“chair-chain-ship”），这些单词集在音位特征、音位对比相似性（相似与不相似）和词汇特征、邻接密度（密集与稀疏）上是正交变化的。在参与者的一个子样本中——那些词汇量最高的参与者——结果与音位和词汇特征对音位意识表现的预测交互效应一致：在稀疏邻域的单词中，与相似声音形成对比的单词集比在密集邻域的单词中更不可能产生正确的反应。与不相似声音形成对比的单词集最有可能产生正确的反应，而与单词的邻接密度无关。基于这些发现，早期音位意识的理论应该考虑到词级和儿童级对表现的影响。关注这些影响有望导致更敏感和具体的阅读风险衡量标准。
