Bruck M, Genesee F
Department of Psychology, McGill University, Montreal, Quebec, Canada.
J Child Lang. 1995 Jun;22(2):307-24. doi: 10.1017/s0305000900009806.
English-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade I. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade I, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interperted to reflect the role of second language input on phonological awareness.
就读于法语学校的以英语为母语的儿童（N = 91）（双语组）在幼儿园和一年级时接受了一系列语音意识测试。在幼儿园测试时，孩子们的平均年龄为5岁9个月。他们的表现与年龄匹配的就读于英语学校的以英语为母语的儿童（N = 72）（单语组）进行了比较。双语儿童在幼儿园时在首音-韵脚意识方面表现出更高水平的语音意识技能。到一年级时，组间差异模式更为复杂。单语和双语儿童在首音-韵脚分割任务上表现相似。单语儿童的音素意识得分高于他们在法语学校的同龄人；这一结果被解释为反映了读写教学对音素意识发展的作用。相比之下，双语儿童的音节分割得分高于他们的单语同龄人。这一结果被解释为反映了第二语言输入对语音意识的作用。
