在本研究中，综合采用了实验法、测验法、调查法等方法，系统探讨了汉语的语音意识的发展及其与语言能力发展的关系。从被试的角度来说，研究分为两部分，一部分是探讨儿童(小学生)的情况，另一部分是探讨成年人(大学生)的情况，对儿童被试来说，我们选取3, 4, 5年级的学生各20名，根据教师的评定把被试分别分为好的读者和差的读者。对于成人被试来说，我们选取大学生38名作为被试。
2、词语的短时记忆表现出语音相似性干扰的效应。不管是儿童还是成人，对非 押韵字串的短时记忆成绩要好于对押韵字串的短时记忆成绩，声调不同的字 串的记忆成绩要好于声调相同的字串的记忆成绩。
A great deal of research has been done concerning the relationship between phonological awareness and reading ability in the alphabetic writing systems. Less is understood about the relationship between phonological awareness and linguistic ability in Chinese. In this research, 20 children from each of 3,4,5 grades and 38 undergraduate students served as subjects, according to the teachers' recommendation, each group of children subjects divided into good and poor readers. Several experiments were designed to research the relationship between phonological awareness and some linguistic abilities in Chinese.
Four parts were included in this research.(1)Phonological awareness test, tests of syllable awareness, onset-rime awareness, and phonemic awareness for children, tests of onset-rime awareness and phonemic awareness for adults.(2)The relationship between phonological awareness and verbal short-term memory. The materials of verbal short-term memory include rhyme character strings and non-rhyme character strings. The rhyme character strings include tonal similar strings and tonal different strings.(3)The relationship between phonological awareness, Chinese character naming, and Pinyin spelling. The naming tasks include 2-character word naming and phonograms naming. The Affricative),vowel(Open mouth, Close mouth, Even teeth), And tone(tone 1，tone2,tone3,tone4). (4)The relationship between phonological awareness and Chinese character reading(children only),100 Chinese characters in the test were selected from a Chinese character dictionary of primary school.
The results of this research indicated that:
1 .Chinese of phonological awareness of children developed with the increasing of grade, the developmental trend of Chinese phonological awareness was about the same as that of English speaking children，syllable awareness developed earlier than onset-rime awareness and phonemic awareness.
2. Both children and adults had made significantly more errors on rhyme character strings than on non一 rhyme character strings, and they also had made more errors on tone-same strings than on tone-different strings, the phonetic confusability of the rhyme character strings impaired the verbal memory performance of subjects.
3 .Phonetic redundancy made a significant role in the two-character naming and phonograms naming. Alliteration word and rhyme word were named more quickly and accurately than non-alliteration word and non-rhyme word; Regular and consistent phonograms were named more quickly and accurately than exception phonograms.
4. Stop consonant syllables were named more quickly and accurately than fricative consonant syllables and affricative consonant syllables; Open mouth vowel syllables were named quickly and accurately more than close mouth vowel syllables and even teeth vowel syllables; Tone 1 syllables were syllables. syllables were named quickly and accurately more than other tone syllables.
5. The poor readers fall behind good readers in their phonological awareness, verbal short-term memory, and some other linguistic abilities. The extent of difference between good and poor readers was greater in the difficult task than in the easy task. The differences between good and poor readers are analogous to those between older and younger children, and performance of the older poor readers tends to resemble that of younger good readers, good and poor readers tend to differ in the rate at which they develop phonological awareness and linguistic abilities.
6. Phonological awareness were significantly correlated to verbal short-term memory, naming, Pinyin spelling, and Chinese character reading.The relationship between phonological awareness and linguistic abilities is reciprocal, but this relationship only exist in childhood rather than in