从幼儿园到三年级，不同元语言意识技能在汉语阅读习得中的作用的发展变化。
Developmental changes in the role of different metalinguistic awareness skills in Chinese reading acquisition from preschool to third grade.
作者信息
Wei Tong-Qi, Bi Hong-Yan, Chen Bao-Guo, Liu Ying, Weng Xu-Chu, Wydell Taeko N
机构信息
Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China.
Beijing Key Lab of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, China.
出版信息
PLoS One. 2014 May 8;9(5):e96240. doi: 10.1371/journal.pone.0096240. eCollection 2014.
The present study investigated the relationship between Chinese reading skills and metalinguistic awareness skills such as phonological, morphological, and orthographic awareness for 101 Preschool, 94 Grade-1, 98 Grade-2, and 98 Grade-3 children from two primary schools in Mainland China. The aim of the study was to examine how each of these metalinguistic awareness skills would exert their influence on the success of reading in Chinese with age. The results showed that all three metalinguistic awareness skills significantly predicted reading success. It further revealed that orthographic awareness played a dominant role in the early stages of reading acquisition, and its influence decreased with age, while the opposite was true for the contribution of morphological awareness. The results were in stark contrast with studies in English, where phonological awareness is typically shown as the single most potent metalinguistic awareness factor in literacy acquisition. In order to account for the current data, a three-stage model of reading acquisition in Chinese is discussed.
本研究调查了来自中国大陆两所小学的101名学龄前儿童、94名一年级学生、98名二年级学生和98名三年级学生的中文阅读技能与元语言意识技能（如语音、形态和正字法意识）之间的关系。该研究的目的是考察这些元语言意识技能中的每一项如何随着年龄的增长对中文阅读的成功产生影响。结果表明，所有这三种元语言意识技能都能显著预测阅读的成功。研究还进一步表明，正字法意识在阅读习得的早期阶段起主导作用，且其影响随着年龄的增长而减弱，而形态意识的作用则相反。这些结果与英语研究形成了鲜明对比，在英语研究中，语音意识通常被视为读写能力习得中最具影响力的单一元语言意识因素。为了解释当前的数据，本文讨论了中文阅读习得的三阶段模型。
Zotero 插件