中国科学院心理研究所机构知识库

语音意识是对各种语音单元进行识别、鉴别和操作的能力。大量的纵向研究和训练研究发现语音意识与阅读能力获得和发展之间存在双向的因果关系。双语儿童的研究表现出语音意识的跨语言迁移作用,即使在不同正字法结构的语言间,一种语言的语音意识也可以预测另一种语言的词汇阅读水平。但在音素意识和头尾韵意识对预测阅读的相对重要性问题上还存在激烈的争论。阅读发展作为一个多因果系统要求从多领域多变量来加以综合考虑。

Phonological awareness refers to the ability to recognize, identify, and manipulate any phonological unit within a word, be it phoneme, rime, or syllable. A great deal of longitudinal and training researches found that there was a reciprocal causal relationship between phonological awareness and reading achievement. Researches of bilingual children revealed cross-language transfer of phonological awareness. Phonological awareness of one language could predict the reading level of other language. But there was fierce controversy about which was the most important phonological awareness, onset-rhyme awareness or phoneme awareness. Learning to read is related to broader language skills and it needs to be seen in the context of a multicausal system.Phonological awareness refers to the ability to recognize, identify, and manipulate any phonological unit within a word, be it phoneme, rime, or syllable. A great deal of longitudinal and training researches found that there was a reciprocal causal relationship between phonological awareness and reading achievement. Researches of bilingual children revealed cross-language transfer of phonological awareness. Phonological awareness of one language could predict the reading level of other language. But there was fierce controversy about which was the most important phonological awareness, onset-rhyme awareness or phoneme awareness. Learning to read is related to broader language skills and it needs to be seen in the context of a multicausal system.