Phonemes matter: The role of phoneme-level awareness in emergent Chinese readers

被引:38
作者
Hamilton Newman, Ellen [1 ]
Tardif, Twila [1 ]
Huang, Jingyuan [2 ]
Shu, Hua [2 ]
机构
[1] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA
[2] Beijing Normal Univ, Dept Psychol, Beijing 100875, Peoples R China
关键词
Phonological awareness; Phonemes; Pinyin; Reading; Mandarin Chinese; Children; PHONOLOGICAL AWARENESS; HONG-KONG; DEVELOPMENTAL DYSLEXIA; READING ACQUISITION; WRITTEN LANGUAGE; WORKING-MEMORY; ENGLISH; SKILLS; LITERACY; CHILDREN;
D O I
10.1016/j.jecp.2010.09.001
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
The importance of phonological awareness for learning to read may depend on the linguistic properties of a language. This study provides a careful examination of this language-specific theory by exploring the role of phoneme-level awareness in Mandarin Chinese, a language with an orthography that, at its surface, appears to require little phoneme-level insight. A sample of 71 monolingual Mandarin-speaking children completed a phonological elision task and a measure of single-character reading. In this sample, 4- and 5-year-old preschoolers were unable to complete phoneme-level deletions, whereas 6- to 8-year-old first graders were able to complete initial, final, and medial phoneme-level deletions. In this older group, performance on phoneme deletions was significantly related to reading ability even after controlling for syllable- and onset/rime-level awareness, vocabulary, and Pinyin knowledge. We believe that these results reopen the question of the role of phonological awareness in reading in Chinese and, more generally, the nature of the mechanisms underlying this relationship. (C) 2010 Elsevier Inc. All rights reserved.
引用
收藏
页码:242 / 259
页数:18
相关论文
共 71 条
[31]  
Li W., 2002, CHINESE CHILDRENS RE, P87, DOI DOI 10.1007/978-1-4615-0859-5_5
[32]  
Lin D., PSYCHOL SCI IN PRESS
[33]  
Lonigan CJ, 2000, DEV PSYCHOL, V36, P596, DOI [10.1037/0012-1649.36.5.596, 10.1037//0012-1649.36.5.596]
[34]   Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergartners [J].
McBride-Chang, C ;
Ho, CSH .
SCIENTIFIC STUDIES OF READING, 2005, 9 (02) :117-144
[35]   Changing models across cultures: Associations of phonological awareness and morphological structure awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States [J].
McBride-Chang, C ;
Cho, JR ;
Liu, HY ;
Wagner, RK ;
Shu, H ;
Zhou, AB ;
Cheuk, CSM ;
Muse, A .
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 2005, 92 (02) :140-160
[36]   Levels of phonological awareness in three cultures [J].
McBride-Chang, C ;
Bialystok, E ;
Chong, KKY ;
Li, YP .
JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 2004, 89 (02) :93-111
[37]   Cross-cultural similarities in the predictors of reading acquisition [J].
McBride-Chang, C ;
Kail, RV .
CHILD DEVELOPMENT, 2002, 73 (05) :1392-1407
[38]  
McBride-Chang C., 2000, J PSYCHOL CHINESE SO, V1, P93
[39]  
McBride-Chang C., 2004, Children's Literacy Development
[40]   Syllable, phoneme, and tone: Psycholinguistic units in early Chinese and English word recognition [J].
McBride-Chang, Catherine ;
Tong, Xiuli ;
Shu, Hua ;
Wong, Anita M-Y ;
Leung, Ka-wai ;
Tardif, Twila .
SCIENTIFIC STUDIES OF READING, 2008, 12 (02) :171-194