维吾尔族双语儿童汉语语音意识的发展及对其读写水平的影响
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摘要
文章研究考察了汉语语音意识在维吾尔族双语儿童读写发展中的作用。对94名四、五、六年级维吾尔族双语儿童汉语语音意识的研究表明:(1)最小单元的音位意识发展早于较大单元的韵母和音节意识;(2)音位意识与声母意识几乎同步发展,没有表现出明显的优势;(3)汉语儿童发展最早的声调意识恰恰是维吾尔族儿童语音意识中发展最晚的。其汉语语音意识的各个成分中,声调意识是四、五、六年级儿童读写水平最稳定的预测变量;韵母意识和音节意识只是对较早的、汉语学习经验有限的四年级儿童有独立的显著效应;音位意识和声母意识对各年级读写水平无显著影响。
The study examined the developmental routes of Uygur bilingual children's phonological awareness and the roles it plays on their literacy.Based on the analysis of 94 fourth,fifth,and sixth Uygur bilingual graders' performances in Chinese phonological awareness and literacy tests,it was found that:1)the phoneme awareness,the minimal unit of all components of Chinese phonological awareness,develops earlier than the larger ones:the rime and syllable awareness;2)the phoneme awareness and the onset awareness develop almost at the same pace;3)tone awareness,the first one to develop on the part of Chinese children,is the last one to develop on the part of Uygur bilingual children.Among all components of Chinese phonological awareness,tone awareness is a stable predictor for the three graders' literacy;rime and syllable awareness is a significant predictor only for the fourth graders' literacy;the phoneme awareness and the onset awareness produce no effects on the three graders' literacy.
The study examined the developmental routes of Uygur bilingual children's phonological awareness and the roles it plays on their literacy.Based on the analysis of 94 fourth,fifth,and sixth Uygur bilingual graders' performances in Chinese phonological awareness and literacy tests,it was found that:1)the phoneme awareness,the minimal unit of all components of Chinese phonological awareness,develops earlier than the larger ones:the rime and syllable awareness;2)the phoneme awareness and the onset awareness develop almost at the same pace;3)tone awareness,the first one to develop on the part of Chinese children,is the last one to develop on the part of Uygur bilingual children.Among all components of Chinese phonological awareness,tone awareness is a stable predictor for the three graders' literacy;rime and syllable awareness is a significant predictor only for the fourth graders' literacy;the phoneme awareness and the onset awareness produce no effects on the three graders' literacy.
引文
李蓓蕾,陶沙,董奇.2011.英语语音意识在汉语儿童英语单词阅读及拼写中的作用[J].心理发展与教育,(4):388-392.
李晓兰,买合甫来提·坎吉.2013.维吾尔族双语儿童汉语语音意识的发展[J].语言教学与研究,(1):16-22.
买合甫来提·坎吉,刘翔平.2011.维吾尔语发展性阅读障碍儿童语音意识特点[J].中国特殊教育,137(11):72-76.
孟祥芝,沙淑颖,周晓林.2004.语音意识、快速命名与中文阅读[J].心理科学,27(6):1326-1329.
陶沙,冯艳皎,李伟.2007.语音意识的不同成分在汉语儿童英语阅读学习中的作用[J].心理发展与教育,(2):82-92.
徐芬,董奇,杨洁,王卫星.2004.小学儿童汉语语音意识的发展[J].心理科学,27(1):18-20.
Adams,M.J.1990.Beginning to Read:Thinking and Learning about Print.Cambridge,MA:MIT Press,293-332.
Aidinis,A.,&Nunes,T.2001.The role of different levels of phonological awareness in the development of reading and spelling in Greek.Reading and Writing,14(1-2):145-177.
Anthony J.L.,Lonigan C.J.2004.The nature of phonological awareness:Converging evidence form four studies of preschool and early grade school children.Journal of Educational Psychology,96(1):43-55.
Anthony J.L.,Lonigan C.J.,Disscoll K,et al.2003.Phonological sensitivity:A quasi-parallel progression of word structure units and cognitive operations.Reading Research Quarterly,38(4):470-487.
Bryant P.E.,Mac Lean M.,Bradley L.L.,et al.1990.Rhyme and alliteration,phoneme detection,and learning to read.Developmental Psychology,26(3):429-438.
Bryant,P.E.&Goswami,U.1987.Phonological awareness and learning to read.In J.R.Beech and A.M.Colley(eds.),Cognitive Approaches to Reading.New York:Wiley,213-243.
Burgess,S.R.,&Lonigan,C.L.1998.Bidirectional relations of phonological sensitivity and prereading abilities:Evidence from a preschool sample.Journal of Experimental Child Psychology,70(2):117-141.
Ho,C.S.,&Bryant P.1997.Development of Phonological Awareness of Chinese Children in Hong Kong.Journal of Psycholinguistic Research,26(1):109-126.
Hu,C.F.,&Catts,H.W.1998.The role of phonological processing in early reading ability:What we can learn from Chinese.Scientific Studies of Reading,2(1):55-79.
Hua S.,Peng H.,&Catherine M-C.2008.Phonological awareness in young Chinese children.Developmental Science,11(1):171-181.
Huang,H.S.&Hanley,J.R.1995.Phonological awareness and visual skills in learning to read Chinese and English.Cognition,54(1):73-98.
Hulme C,Hatcher P J,Nation K,et al.2002.Phoneme awareness is a better predictor of early reading skill than onset2rime awareness.Journal of Experimental Child Psychology.82:2-28.
Mc Bride-Chang,Ho,C.,&Han,C.S.2000.Naming speed and phonological awareness in Chinese children:Relations to reading skills.Journal of Psychology in Chinese Societies,1(1):93-108.
Nation K,&Hulme C.1997.Phonemic segmentation,not onset-rime segmentation,predicts early reading and spelling skills.Reading Research Quarterly,32:154-167.
Perfeitti C.A.1985.Reading ability.New York:Oxford University Press.
Schneider,W.,Kuspert,P.,Roth,E.,Vise,M.,&Marx,H.1997.Short-and long-term effects of training phonological awareness in kindergarten:Evidence from two German studies.Journal of Experimental Child Psychology,66(3):311-340.
Sindelar,P.T.,Lane,H.B.,Pullen,P.C.,&Hudson,R.F.2002.Remedial interventions for students with reading decoding problems.In M.R.Shinn,H.M.Walker and G.Stoner(eds.),Interventions for Academic and Behavior Problems II:Preventive and Remedial Approaches.Washington,DC:National Association of School Psychologists,703-729.
Soik,W.T.,&Fletcher P.2001.The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition.Developmental Psychology,37:886-900.
Wagner R.K.,Torgesen J.K.,Rashotte C.A.,et al.1997.Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers:A 5-year longitudinal study.Development Psychology,33(3):468-479.
Ziegler J.C.,Goswasmi U.2005.Reading acquisition,developmental dyslexia,and skilled reading across languages:A psycholinguistic grain size theory.Psychological Bulletin,131(1):3-29.
李晓兰,买合甫来提·坎吉.2013.维吾尔族双语儿童汉语语音意识的发展[J].语言教学与研究,(1):16-22.
买合甫来提·坎吉,刘翔平.2011.维吾尔语发展性阅读障碍儿童语音意识特点[J].中国特殊教育,137(11):72-76.
孟祥芝,沙淑颖,周晓林.2004.语音意识、快速命名与中文阅读[J].心理科学,27(6):1326-1329.
陶沙,冯艳皎,李伟.2007.语音意识的不同成分在汉语儿童英语阅读学习中的作用[J].心理发展与教育,(2):82-92.
徐芬,董奇,杨洁,王卫星.2004.小学儿童汉语语音意识的发展[J].心理科学,27(1):18-20.
Adams,M.J.1990.Beginning to Read:Thinking and Learning about Print.Cambridge,MA:MIT Press,293-332.
Aidinis,A.,&Nunes,T.2001.The role of different levels of phonological awareness in the development of reading and spelling in Greek.Reading and Writing,14(1-2):145-177.
Anthony J.L.,Lonigan C.J.2004.The nature of phonological awareness:Converging evidence form four studies of preschool and early grade school children.Journal of Educational Psychology,96(1):43-55.
Anthony J.L.,Lonigan C.J.,Disscoll K,et al.2003.Phonological sensitivity:A quasi-parallel progression of word structure units and cognitive operations.Reading Research Quarterly,38(4):470-487.
Bryant P.E.,Mac Lean M.,Bradley L.L.,et al.1990.Rhyme and alliteration,phoneme detection,and learning to read.Developmental Psychology,26(3):429-438.
Bryant,P.E.&Goswami,U.1987.Phonological awareness and learning to read.In J.R.Beech and A.M.Colley(eds.),Cognitive Approaches to Reading.New York:Wiley,213-243.
Burgess,S.R.,&Lonigan,C.L.1998.Bidirectional relations of phonological sensitivity and prereading abilities:Evidence from a preschool sample.Journal of Experimental Child Psychology,70(2):117-141.
Ho,C.S.,&Bryant P.1997.Development of Phonological Awareness of Chinese Children in Hong Kong.Journal of Psycholinguistic Research,26(1):109-126.
Hu,C.F.,&Catts,H.W.1998.The role of phonological processing in early reading ability:What we can learn from Chinese.Scientific Studies of Reading,2(1):55-79.
Hua S.,Peng H.,&Catherine M-C.2008.Phonological awareness in young Chinese children.Developmental Science,11(1):171-181.
Huang,H.S.&Hanley,J.R.1995.Phonological awareness and visual skills in learning to read Chinese and English.Cognition,54(1):73-98.
Hulme C,Hatcher P J,Nation K,et al.2002.Phoneme awareness is a better predictor of early reading skill than onset2rime awareness.Journal of Experimental Child Psychology.82:2-28.
Mc Bride-Chang,Ho,C.,&Han,C.S.2000.Naming speed and phonological awareness in Chinese children:Relations to reading skills.Journal of Psychology in Chinese Societies,1(1):93-108.
Nation K,&Hulme C.1997.Phonemic segmentation,not onset-rime segmentation,predicts early reading and spelling skills.Reading Research Quarterly,32:154-167.
Perfeitti C.A.1985.Reading ability.New York:Oxford University Press.
Schneider,W.,Kuspert,P.,Roth,E.,Vise,M.,&Marx,H.1997.Short-and long-term effects of training phonological awareness in kindergarten:Evidence from two German studies.Journal of Experimental Child Psychology,66(3):311-340.
Sindelar,P.T.,Lane,H.B.,Pullen,P.C.,&Hudson,R.F.2002.Remedial interventions for students with reading decoding problems.In M.R.Shinn,H.M.Walker and G.Stoner(eds.),Interventions for Academic and Behavior Problems II:Preventive and Remedial Approaches.Washington,DC:National Association of School Psychologists,703-729.
Soik,W.T.,&Fletcher P.2001.The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition.Developmental Psychology,37:886-900.
Wagner R.K.,Torgesen J.K.,Rashotte C.A.,et al.1997.Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers:A 5-year longitudinal study.Development Psychology,33(3):468-479.
Ziegler J.C.,Goswasmi U.2005.Reading acquisition,developmental dyslexia,and skilled reading across languages:A psycholinguistic grain size theory.Psychological Bulletin,131(1):3-29.