Early orthographic influences on phonemic awareness tasks Evidence from a preschool training study

被引：47

作者：

Castles, Anne ^{[1
]}

Wilson, Katherine ^{[2
]}

Coltheart, Max ^{[1
]}

机构：

[1] Macquarie Univ, Macquarie Ctr Cognit Sci, Sydney, NSW 2109, Australia

[2] Univ Melbourne, Dept Psychol, Parkville, Vic 3052, Australia

来源：

JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY | 2011年 / 108卷 / 01期

基金：

澳大利亚研究理事会;

关键词：

Orthographic knowledge; Phonemic awareness; Letter-sound knowledge; Reading development; Letter knowledge; Early literacy; PHONOLOGICAL AWARENESS; KNOWLEDGE; CHILDREN; ACQUISITION; SPEECH; SKILLS; SOUND; RECOGNITION; VOCABULARY; ABILITIES;

D O I：

10.1016/j.jecp.2010.07.006

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Experienced leaders show influences of orthographic knowledge on tasks ostensibly tapping phonemic awareness Here we draw on data from an experimental training study to demonstrate that even preschoolers show influences of their emerging orthographic abilities in such tasks A total of 40 children were taught some letter-sound correspondences but not others A selective effect of this training was found on their phonemic awareness task performance for the trained items These findings point to the multidetermined nature of performance on tasks normally considered as measuring phonemic awareness and have implications for theories of the role of phonemic awareness in reading acquisition (C) 2010 Published by Elsevier Inc

引用

页码：203 / 210

页数：8

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