Asadi Ibrahim A, Abu-Rabia Salim
Department of Special Education and Learning Disabilities, The Academic Arab College for Education, Haifa, Israel.
The Unit for the Study of Arabic Language, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel.
J Psycholinguist Res. 2019 Oct;48(5):1051-1062. doi: 10.1007/s10936-019-09646-x.
This study aimed at examining the impact of phonemes and lexical status on phonological manipulation among pre-school children. Specifically, we tested the impact of phonemic positions (initial vs. final) and lexical status (shared, spoken, standard and pseudo-words) on phonemic isolation performance. Participants were 1012 children from the second year (K2) and third year (K2) in kindergarten. The results of the ANOVAs revealed significant effect of the phonemes' position on the phonemic isolation performance whereas the performance was easier with the initial rather than the final phonemes. Also, the repeated measure analysis showed that the lexical status also impacts the phonemic isolation performance. The performance in pseudo-words was lower than all the others. However, the other clusters of real words did not differ. The results are discussed in the light of previous findings in the literature and of differences in the syllabic structures of the words that may influence phonological awareness.
本研究旨在考察音素和词汇状态对学龄前儿童语音操作的影响。具体而言，我们测试了音素位置（首音与尾音）和词汇状态（共享词、口语词、标准词和假词）对音素分离表现的影响。参与者是来自幼儿园中班（K2）和大班（K3）的1012名儿童。方差分析结果显示，音素位置对音素分离表现有显著影响，首音的表现比尾音更容易。此外，重复测量分析表明，词汇状态也会影响音素分离表现。假词的表现低于其他所有情况。然而，其他实词类别之间没有差异。我们根据文献中先前的研究结果以及可能影响语音意识的单词音节结构差异对结果进行了讨论。
