配对联想学习能力和语音意识在汉语儿童早期阅读中的作用

The Role of Phonological Awareness and Paired Associate Learning in Early Literacy Development in Chinese Children

本研究以93个学前儿童为研究对象,考察了配对联想学习能力和语音意识在汉字阅读和词汇发展中的作用及其相互关系,其中,配对联想学习分为假词、非词、符号三种形式。结果发现,语音意识是解释汉字阅读的最重要变量,配对联想学习能力对词汇发展具有独特贡献;不会阅读者在假词和非词学习中比初学阅读者差,而在非语言的符号学习中没有差异。

93 preschool children were given tests of paired associate learning （PAL） and phonological awareness to investigate their relationship with character reading and verbal vocabulary. The tasks involved the PAL of pseudo-words, non-words, or symbols with pictures. Phonological awareness was found to be a stronger concurrent predictor of character reading than PAL, and PAL an independent predicator of verbal vocabulary. In addition, pre-readers were more disadvantageous than novice readers in the verbal learning of both words and non-words, but no difference was found between pre-readers and novice readers in non-verbal learning.