Scarpino Shelley E, Lawrence Frank R, Davison Megan D, Hammer Carol S
The Richard Stockton College of New Jersey, USA.
J Res Read. 2011 Feb 1;34(1):77-93. doi: 10.1111/j.1467-9817.2010.01488.x. Epub 2011 Feb 15.
This longitudinal study investigated the relationship between oral language abilities and phonological awareness in 85 typically developing, Spanish-English preschool children (average age in preschool was 3 years, 9 months). Receptive language skills in Spanish and English were assessed in the autumn and spring during the children's 2 years in Head Start for a total of four measurement occasions. Phonological awareness was assessed during the spring of children's kindergarten year. Results indicated that English receptive vocabulary at the end of preschool predicted English phonological awareness abilities in kindergarten, whereas Spanish vocabulary was observed to have a negative predictive relationship with children's English phonological awareness abilities. However, after controlling for English vocabulary, Spanish vocabulary no longer had an effect on English phonological awareness. Broad receptive language abilities in English and Spanish did not predict later English phonological awareness skills.
这项纵向研究调查了85名发育正常的西班牙裔-英裔学龄前儿童（学龄前平均年龄为3岁9个月）的口语能力与语音意识之间的关系。在孩子们参加“启智计划”的两年时间里，于秋季和春季对他们的西班牙语和英语接受性语言技能进行了评估，总共进行了四次测量。在孩子们幼儿园学年的春季评估了语音意识。结果表明，学龄前结束时的英语接受性词汇量可预测幼儿园阶段的英语语音意识能力，而观察到西班牙语词汇量与儿童的英语语音意识能力呈负相关预测关系。然而，在控制了英语词汇量之后，西班牙语词汇量对英语语音意识不再有影响。英语和西班牙语的广泛接受性语言能力并不能预测后期的英语语音意识技能。
