Department of Special Education and Rehabilitation, Faculty of Medicine, University of Novi Sad, 21000 Novi Sad, Serbia.
Faculty of Special Education and Rehabilitation, University of Belgrade, 11000 Belgrade, Serbia.
Int J Environ Res Public Health. 2021 May 19;18(10):5440. doi: 10.3390/ijerph18105440.
Phonological skills have been found to be strongly related to early reading and writing development. Accordingly, the aim of this study was to examine the extent to which the development of phonological awareness facilitates reading acquisition in students learning to read a transparent orthography. Our research included 689 primary school students in first through third grade (Mean age 101.59 months, SD = 12,690). The assessment tools used to conduct this research include the Phonological Awareness Test and the Gray Oral Reading Test. According to the results from the present study, 13.7% of students have reading difficulties. Students with reading difficulties obtained low scores in phonological awareness within each subscale compared to students who do not have reading difficulties ( < 0.01). Components of phonological awareness which did not singled out as strongly related to early reading success include Phoneme Segmentation, Initial Phoneme Identification, and Syllable Merging. Thus, understanding the nature of the relationship between phonological awareness and reading should help effective program design that will be aimed at eliminating delayed development in children's phonological awareness while they are still in preschool.
语音技能与早期阅读和写作发展密切相关。因此，本研究旨在探讨语音意识的发展在多大程度上促进了学习阅读透明拼写的学生的阅读能力。我们的研究包括 689 名小学一至三年级的学生（平均年龄 101.59 个月，标准差=12.690）。用于进行这项研究的评估工具包括语音意识测试和灰色口语阅读测试。根据本研究的结果，13.7%的学生有阅读困难。与没有阅读困难的学生相比，阅读困难的学生在每个子量表中的语音意识得分较低（<0.01）。没有被单独列为与早期阅读成功密切相关的语音意识成分包括音素分割、初始音素识别和音节合并。因此，了解语音意识和阅读之间的关系的本质应该有助于有效的方案设计，目的是在儿童仍处于学前阶段时消除他们在语音意识方面的发展延迟。
