Am Ann Deaf. 2021;166(4):462-477. doi: 10.1353/aad.2021.0039.
The authors investigated the roles of Chinese segmental (i.e., onset and rime) and suprasegmental (i.e., lexical tone) phonological awareness in Chinese text reading comprehension among 146 Chinese students in grades 3-9 who were d/Deaf and hard of hearing. All participants completed tasks involving onset and rime detection, lexical tone identification, sight word reading, text reading comprehension, nonverbal intelligence, and working memory. Path analyses showed that after controlling for age, grade, nonverbal intelligence, and working memory, segmental phonological awareness contributed both directly and indirectly (via sight word reading) to text reading comprehension, whereas suprasegmental lexical tone awareness only exerted only an indirect effect on text reading comprehension via sight word reading. These findings underscore the importance of phonological awareness in text reading comprehension for Chinese students who are d/Dhh.
作者研究了中文分段（即音节和韵母）和超段（即词汇音）语音意识在 146 名 3-9 年级听障和重听的中国学生的中文文本阅读理解中的作用。所有参与者都完成了涉及音节和韵母检测、词汇音识别、看字阅读、文本阅读理解、非言语智力和工作记忆的任务。路径分析表明，在控制年龄、年级、非言语智力和工作记忆后，分段语音意识直接和间接（通过看字阅读）对文本阅读理解有贡献，而超段词汇音意识仅通过看字阅读对文本阅读理解产生间接影响。这些发现强调了语音意识在听障和重听的中国学生文本阅读理解中的重要性。
