Jiang Ying, Gai Xiaosong, Üstün-Yavuz Meryem S, Zhang Mingzhe, Thomson Jenny M
School of Psychology, Northeast Normal University, Changchun, China.
Division of Human Communication Sciences, Health Sciences School, University of Sheffield, Sheffield, UK.
Psych J. 2023 Oct;12(5):599-617. doi: 10.1002/pchj.675. Epub 2023 Aug 2.
Enhancing English phonological awareness is critical in promoting native English speakers' reading development. However, less attention has been paid to the role of phonological awareness development for English language learners in a logographic context. This meta-analysis aims to evaluate the effectiveness of training native Chinese speakers' English phonological awareness and reading across age groups. Thirty-three articles, including 37 independent samples, were identified as training studies that reported English phonological awareness as an outcome measure, and 16 articles, including 17 independent samples, featured training studies that reported reading as an outcome measure. Results based on a random-effect model revealed the effect sizes for overall English phonological awareness (including English syllable awareness, phoneme awareness, and rhyme awareness) and overall reading (including word reading and pseudoword reading) were g = 0.651 (n = 3137) and g = 0.498 (n = 1506), respectively. Specifically, instructional training exerted a small impact on word reading (g = 0.297), moderate effects on syllable awareness (g = 0.468) and pseudoword reading (g = 0.586), a medium to large effect on phoneme awareness (g = 0.736), and a large impact on rhyme awareness (g = 0.948). The moderator analyses yielded several significant findings. Regarding the English phonological awareness outcome, programs integrating lexical semantic knowledge exhibited the largest trend in enhancing native Chinese speakers' skills. Among all age groups, upper elementary students benefited most from instructional training. Furthermore, more intensive training had a greater impact than less intensive training. In terms of the reading outcome, similar to English phonological awareness findings, upper elementary students realized the greatest improvements. Additionally, unpublished articles indicated a larger training effect on reading than published ones. These findings provide practitioners with guidelines for delivering effective instruction to promote phonological awareness and reading ability for English language learners in a logographic language context.
提高英语语音意识对于促进以英语为母语者的阅读发展至关重要。然而，在表意文字背景下，英语语音意识发展对英语学习者的作用却较少受到关注。本荟萃分析旨在评估训练以汉语为母语者的英语语音意识及各年龄组阅读能力的有效性。33篇文章（包括37个独立样本）被确定为将英语语音意识作为结果指标的训练研究，16篇文章（包括17个独立样本）为将阅读作为结果指标的训练研究。基于随机效应模型的结果显示，总体英语语音意识（包括英语音节意识、音素意识和韵律意识）和总体阅读（包括单词阅读和假词阅读）的效应量分别为g = 0.651（n = 3137）和g = 0.498（n = 1506）。具体而言，教学训练对单词阅读有较小影响（g = 0.297），对音节意识（g = 0.468）和假词阅读（g = 0.586）有中等影响，对音素意识有中等到较大影响（g = 0.736），对韵律意识有较大影响（g = 0.948）。调节分析得出了几个显著结果。关于英语语音意识结果，整合词汇语义知识的项目在提高以汉语为母语者技能方面呈现出最大趋势。在所有年龄组中，小学高年级学生从教学训练中受益最大。此外，强化训练比非强化训练影响更大。在阅读结果方面，与英语语音意识研究结果类似，小学高年级学生取得的进步最大。此外，未发表的文章显示出比已发表文章更大的阅读训练效果。这些研究结果为从业者提供了指导方针，以便在表意文字语境中为英语学习者提供有效的教学，促进其语音意识和阅读能力的发展。
