3-12岁儿童对汉语声、韵、调的意识与早期阅读的关系:基于元分析的证据

发布时间：2018-11-07 17:09

【摘要】：众多实证研究指出英语语音意识是鉴别儿童早期阅读能力(字词解码)的重要指标,然而跨语言研究对语音意识在阅读发展中的普适功能提出了质疑。从上世纪90年代至今,汉语语音意识在儿童早期阅读发展中的角色依然是个有争议的议题,因此本文采用元分析范式整合过往实证文献,并从测试任务的语音要素(音调、音节、声韵、音素)与操纵范式(检、删、隔、合等)解释导致语音意识与汉语字词阅读关系不一致的原因。本文共筛选出发表于1995年至2015年的59篇研究,提取了94个独立样本12514人,涵盖3-12岁不同年龄阶段的儿童。结果显示:(1)语音意识与汉语字词阅读呈现了显著的中度相关,且不因被试年龄和字词阅读任务类型而改变;(2)检、删两种范式下的语音意识的预测效应量远大于隔音和合音范式;(3)汉语语音意识的语音要素是一个重要的调节变量,音调辨析的预测效应量最大,其次是音节、声韵和音素,呈现了随语音单位变小而效应量变小的趋势,一定程度上亦验证了心理语言纹理假说的预期。
[Abstract]:Many empirical studies have pointed out that English phonological awareness is an important indicator in identifying children's early reading ability (word decoding). However, cross-linguistic studies have questioned the universal function of phonological awareness in the development of reading. Since the 1990s, the role of Chinese phonological awareness in the development of children's early reading is still a controversial issue. The explanation of syllable, rhyme, phoneme and manipulation paradigm (check, delete, interval, combination, etc.) leads to the inconsistency between phonological consciousness and Chinese word reading. A total of 59 studies published from 1995 to 2015 were selected and 94 independent samples were extracted from 12514 subjects covering children aged 3-12 years. The results showed that: (1) phonological awareness was significantly and moderately correlated with Chinese word reading and did not change with the age of the subjects and the type of word reading tasks; (2) the predictive effect of phonological awareness under the two paradigms of detection and deletion is much larger than that of soundproof and harmony paradigm; (3) the phonological elements of Chinese phonological awareness are an important regulating variable. The prediction effect of tone discrimination is the largest, followed by syllable, rhyme and phoneme, which shows the trend that the effect quantity decreases with the decrease of phonological unit. To some extent, it also verifies the expectation of psycholinguistic texture hypothesis.
【作者单位】：中山大学外国语学院;香港中文大学教育心理学系;东北大学外国语学院;
【基金】：教育部人文社会科学研究青年基金项目(13YJCZH203) HKSAR UGC(University Grants Council)GRF(General Research Fund)441512(for the ERICA research project)
【分类号】：B844.1

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