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題名：Learning to Read and Spell: The Relative Role of Phonemic Awareness and Onset-Rime Awareness
書刊名：Taiwan Journal of Linguistics
作者：Chan, I-chih／Hu, Chieh-fang／Wan, I-ping
出版日期：2005
卷期：3:1
頁次：頁65-100
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:4
  • 點閱點閱:37
It has been assumed that Chinese-speaking children do not have phonemic awareness. This study investigated phonemic awareness of Chinese-speaking children in tandem with onset-rime awareness and their relative roles in learning to read and spell English. The participants were 29 fourth graders with better onset-rime and phonemic awareness, 29 with better onset-rime but poorer phonemic awareness, and 26 with poorer onset-rime and phonemic awareness. The children first took a criterion learning of letter-sound correspondences task and were then tested on their abilities to spell and read English pseudowords. The results showed that most children were able to detect segmental components in a falling diphthong or a VN rime, indicating phonemes were constituents in their phonological awareness. Children with better onset-rime and phonemic awareness performed better in English pseudoword spelling than children with better onset-rime but poorer phonemic awareness, who in turn, performed better than children with poorer onset-rime and phonemic awareness. Similar patterns were observed for pseudoword reading, only that the effect of onset-rime awareness was less conclusive. These findings underscore the role of phonemic awareness in the acquisition of EFL reading and spelling for Chinese-speaking children. known that Chinese regulated verse should meet certain tonal requirements. We offer a corpus study and examine to what extent the requirements are satisfied. The corpus consists of all regulated poems with seven-syllable lines in the anthology of Three Hundred Tang Poems. The result shows that only about 32% of the lines and 1% of the poems meet the strict version of the tonal requirements, according to which every syllable must use a designated tone. On the other hand, 95% of the lines and 68% of the poems satisfy the relaxed version of the tonal requirements, according to which the tonal choices for the first, third, and fifth syllables of a line are more flexible. We also discuss a some other points of interest: the Gu Ping constraint, comparisons of our results with those of five-syllable lines (Ripley 1980), and word frequencies.
期刊論文
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2.Wan, I-Ping、Jaeger, Jeri J.(2003)。The Phonological Representation of Taiwan Mandarin Vowels: A Psycholinguistic Study。Journal of East Asian Linguistics，12(3)，205-257。  new window
3.Stahl, Steven A.、Murray, Bruce A.(1994)。Defining phonological awareness and its relationship to early reading。Journal of Educational Psychology，86(2)，221-234。  new window
4.Hulme, C.、Hatcher, P. J.、Nation, K., Brown, A., Adams, J.、Stuart, G.(2002)。Phoneme awareness is a better predictor of early reading skill than onset-rime awareness。Journal of Experimental Child Psychology，82，2-28。  new window
5.Cheung, Him、Chen, Hsuan-Chih、Lai, Chun-Yip、Wong, On-Chi、Hills, Melanie(2001)。The Development of Phonological Awareness: Effects of Spoken Language Experience and Orthography。Cognition，81(3)，227-241。  new window
6.Levelt, William J. M.、Roelofs, Ardi、Meyer, Antje S.(1999)。A Theory of Lexical Access in Speech Production。Behavioral and Brain Sciences，22(1)，1-38。  new window
7.Share, D.(2004)。Knowing Letter Names and Learning Letter Sounds: A Causal Connection。Journal of Experimental Child Psychology，88，213-233。  new window
8.Muter, V.、Hulme, C.、Snowling, M.、Taylor, S.(1998)。Segmentation, not rhyming, predicts early progress in learning to read。Journal of Experimental Psychology，71，3-27。  new window
9.Ho, Connie S. H.、Bryant, Peter(1997)。Development of phonological awareness of Chinese children in Hong Kong。Journal of Psycholinguistic Research，26(1)，109-126。  new window
10.胡潔芳(20040600)。The Development of Phonological Representations among Chinese-Speaking Children。Taiwan Journal of Linguistics，2(1)，103-130。new window  new window
11.Nation, K.、Hulme, C.(1997)。Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills。Reading Research Quarterly，32(2)，154-167。  new window
12.Hu, C. F.(2003)。Phonological memory, phonological awareness, and foreign language word learning。Language Learning，53(3)，429-462。  new window
13.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。  new window
14.Wang, Min、Koda, Keiko、Perfetti, Charles A.(2003)。Alphabetic and Nonalphabetic L1 Effects in English Word Identification: A Comparison of Korean and Chinese English L2 Learners。Cognition，87(2)，129-149。  new window
15.Huang, Hsiu-Shuang、Hanley, J. Richard(1995)。Phonological awareness and visual skills in learning to read Chinese and English。Cognition: International Journal of Cognitive Science，54(1)，73-98。  new window
16.Siok, Wai Ting、Fletcher, Paul(2001)。The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition。Developmental Psychology，37(6)，886-899。  new window
17.Wagner, Richard K.、Torgesen, Joseph K.(1987)。The Nature of Phonological Processing and its Causal Role in the Acquisition of Reading Skills。Psychological Bulletin，101(2)，192-212。  new window
18.Bryne, B、Fielding-Barnsley, R.(1989)。Phonemic Knowledge and Letter Knowledge in the Child's Acquisition of the Alphabetic Principle。Journal of Educagional Psychology，81，313-321。  new window
19.de Jong, P. F.、Seveke, M. J.、van Veen, M.(2000)。Phonological sensitivity and the acquisition of new words in children。Journal of Experimental Child Psychology，76，275-301。  new window
20.Bertelson, Paul、de Gelder, Beatrice、van Zon, Morvigue(1997)。Explicit speech segmentation and syllabic onset structure: Developmental trends。Psychological Research，60，183-191。  new window
21.Bowey, Judith A.(1995)。Socioeconomic status differences in preschool phonological sensitivity and first grade reading achievement。Journal of Educational Psychology，87，476-487。  new window
22.Bryant, Peter E.、MacLean, Moray、Bradley, Lynette L.、Crossland, J.(1990)。Rhyme, alliteration, phoneme detection, and learning to read。Developmental Psychology，26，429-438。  new window
23.Bryne, Brian、Fielding-Barnsley, Ruth(1990)。Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity。Journal of Educational Psychology，82，805-812。  new window
24.Caravolas, Marketa、Hulme, Charles、Snowling, Margaret(2001)。The foundations of spelling abilities: Evidence from a 3-year longitudinal study。Journal of Memory and Language，45，751-774。  new window
25.Cheung, Him、Chen, Hsuan-Chih(2004)。Early orthographic experience modifies both phonological awareness and on-line speech processing。Language and Cognitive Processes，19，1-28。  new window
26.Comeau, Liane、Comier, Pierre、Grandmaison, Eric、Lacroix, Diane(1999)。A longitudinal study of phonological processing skills in children learning to read in a second language。Journal of Educational Psychology，91(1)，29-34。  new window
27.Durgunoglu, Aydin Y.、Nagy, William E.、Hancin-Bhatt, Babara(1993)。Cross-language transfer awareness。Journal of Educational Psychology，89，365-453。  new window
28.胡潔芳(2004)。Learning to spell with poor phonological awareness。英語教學，28(3)，31-52。  new window
29.Hulme, Charles、Muter, Valerie、Snowling, Margaret(1998)。Segmentation does predict early progress in Learning to read better than rhyme: A reply to Bryant。Journal of Experimental Child Psychology，71，39-44。  new window
30.Kirtley, Clare、Bryant, Peter E.、MacLean, Moray、Bradley, Lynette L.(1989)。Rhyme, rime and onset of reading。Journal of Experimental Child Psychology，48，224-245。  new window
31.McBride-Chang, Catherine、Kail, Robert V.(2002)。Cross-cultural similarities in the prediction of reading acquisition。Child Development，73，1392-1407。  new window
32.Treiman, Rebecca、Berch, Denise、Weatherston, Sarah(1993)。Children’s use of phoneme-grapheme correspondences in spelling: Roles of position and stress。Journal of Educational Psychology，85(3)，466-477。  new window
33.王明、Geva, Esther(2003)。Spelling performance of Chinese children using English as a second language: Lexical and visual-orthographic processes。Applied Psycholinguistics，24，1-25。  new window
34.Wanzek, Jeanne、Haager, Diane(2003)。Teaching word recognition with blending and analogizing。Teaching Exceptional Children，36(1)，32-38。  new window
35.Yamada, Jun(2004)。An L1-script-transfer-effect fallacy: A rejoinder to Wang et al.。Cognition，93，127-132。  new window
圖書
1.Goswami, Usha C.、Bryant, Peter E.(1990)。Phonological Skills and Learning to Read。Hillsdale, NJ：Hove, England：Lawrence Erlbaum：Psychology Press。  new window
2.Duanmu, San(2000)。The phonology of Standard Mandarin。The phonology of Standard Mandarin。New York。  new window
3.Adams, M. J.(1990)。Beginning to read: Learning to think about print。Cambridge, MA：MIT Press。  new window
4.Leong, Che-Kan、Tan, Li-Hai(2002)。Phonological processing in learning to read Chinese: In search of a framework。Dyslexia and literacy。London。  new window
其他
1.Ao, Benjamin(2001)。The non-uniqueness condition and the syllable medial in Chinese phonology，Taipei。  new window
2.王旭(1997)。漢語音標謅議，新竹。  延伸查詢new window
 
 
 
 
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