Ding Yi, Liu Ru-De, McBride Catherine, Zhang Dake
Fordham University, New York, NY, USA
Beijing Normal University, Beijing, PR China.
J Learn Disabil. 2015 Nov-Dec;48(6):635-45. doi: 10.1177/0022219414522704. Epub 2014 Mar 4.
This study examined analytical pinyin (a phonological coding system for teaching pronunciation and lexical tones of Chinese characters) skills in 54 Mandarin-speaking fourth graders by using an invented spelling instrument that tapped into syllable awareness, phoneme awareness, lexical tones, and tone sandhi in Chinese. Pinyin invented spelling was significantly correlated with Chinese character recognition and Chinese phonological awareness (i.e., syllable deletion and phoneme deletion). In comparison to good and average readers, poor readers performed significantly worse on the invented spelling task, and a difference was also found between average and good readers. To differentiate readers at different levels, the pinyin invented spelling task, which examined both segmental and suprasegmental elements, was superior to the typical phonological awareness task, which examined segments only. Within this new task, items involving tone sandhi (Chinese language changes in which the tones of words alter according to predetermined rules) were more difficult to manipulate than were those without tone sandhi. The findings suggest that this newly developed task may be optimal for tapping unique phonological and linguistic features in reading of Chinese and examining particular tonal difficulties in struggling Chinese readers. In addition, the results suggest that phonics manipulations within tasks of phonological and tonal awareness can alter their difficulty levels.
本研究通过使用一种自创拼写工具，对54名说普通话的四年级学生的分析拼音（一种用于教授汉字发音和声调的语音编码系统）技能进行了测试，该工具涉及汉语中的音节意识、音素意识、声调以及连读变调。拼音自创拼写与汉字识别和汉语语音意识（即音节删除和音素删除）显著相关。与阅读能力较好和中等的读者相比，阅读能力较差的读者在自创拼写任务中的表现明显更差，并且在阅读能力中等和较好的读者之间也发现了差异。为了区分不同水平的读者，考察了音段和超音段要素的拼音自创拼写任务优于仅考察音段的典型语音意识任务。在这个新任务中，涉及连读变调（汉语中词语的声调根据预定规则发生变化）的项目比不涉及连读变调的项目更难处理。研究结果表明，这项新开发的任务可能最适合挖掘汉语阅读中独特的语音和语言特征，并检查汉语阅读困难学生的特定声调困难。此外，结果表明，语音和声调意识任务中的拼读操作可以改变其难度水平。
