The Roles of Morphological Awareness, Phonological Awareness and Rapid Naming in Linguistic Skills Development of Chinese Kindergartener: Evidence from A Longitudinal Study

Studies of Psychology and Behavior ›› 2014, Vol. 12 ›› Issue (2): 207-211.

• Orignal Article • Previous Articles Next Articles

The Roles of Morphological Awareness, Phonological Awareness and Rapid Naming in Linguistic Skills Development of Chinese Kindergartener: Evidence from A Longitudinal Study

Dong Qiong^1,2,Li Hong¹,Wu Xinchun¹,Rao Xiaowei¹,Zhu Jin³

1 School of psychology, Beijing Normal University, Beijing 100875;
2 Department of philosophy, Anhui university, Hefei 230601;
3 Sunglory Education Research Institute, Beijing 100088

Received:2012-12-26 Online:2014-10-24 Published:2014-03-20

语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据^*

董琼^1，2，李，虹¹，伍新春¹，饶夏溦¹，朱瑾³

1 北京师范大学心理学院，儿童阅读与学习研究中心，应用实验心理北京市重点实验室，北京 100875
2.安徽大学哲学系，合肥 230601
3. 奕阳教育研究院，北京 100088

通讯作者: 李虹，女，北京师范大学心理学院副教授，博士。E-mail:psy.lihong@bnu.edu.cn。
作者简介:董琼，女，安徽大学哲学系讲师，博士。
基金资助:
本研究得到教育部新世纪优秀人才支持计划(NCET-10-0246)，教育部人文社科项目(10YJCXLX020)，中央高校基本科研业务专项基金和北京市教委共建项目(SYS100270661)的资助。

Abstract

Abstract: To explore the roles of morphological awareness, phonological awareness and rapid naming in the development of oral vocabulary, character recognition and reading comprehension, 74 kindergarteners were tested twice over one and half years interval. The results show that 1) all cognitive skills and linguistic skills of kindergarten were improved with time, 2) with autoregression effect of linguistic skills and the effects of other two cognitive skills controlled, phonological awareness uniquely predicted the later vocabulary, rapid naming uniquely predicted the later character recognition, and morphological awareness explained uniquely variance in later character recognition and later reading comprehension.

Key words: morphological awareness, phonological awareness, rapid naming, linguistic skills development, kindergartener, longitudinal study

摘要： 为探讨语素意识、语音意识和快速命名三种认知技能对汉语儿童口语词汇、汉字识别和阅读理解等言语能力发展的预测作用，本研究对74名学前儿童进行了一年半的追踪测查，结果发现:(1) 学前儿童的各项认知技能和言语能力随时间均有显著提高;(2)在控制了因变量的自回归效应和其他两种认知技能后，语音意识对一年半后的口语词汇成绩仍有独特的解释作用，快速命名能预测一年半后的汉字识别成绩，而语素意识是解释一年半后儿童汉字识别和阅读理解能力发展的重要变量。

关键词: 语素意识, 语音意识, 快速命名, 言语发展, 学前儿童, 追踪研究

CLC Number:

B842.5

Dong Qiong,Li Hong,Wu Xinchun,Rao Xiaowei,Zhu Jin. The Roles of Morphological Awareness, Phonological Awareness and Rapid Naming in Linguistic Skills Development of Chinese Kindergartener: Evidence from A Longitudinal Study[J]. Studies of Psychology and Behavior, 2014, 12(2): 207-211.

董琼，李，虹，伍新春，饶夏溦，朱瑾. 语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据^*[J]. 心理与行为研究, 2014, 12(2): 207-211.

References

盖笑松, 张向葵. (2005). 儿童入学准备状态的理论模型与干预途径. 心理科学进展, 13(5), 614-622.
李虹, 董琼, 朱瑾, 刘俊娉, 伍新春. (2009). 语素意识在学前儿童言语技能发展中的作用.心理科学, 32(6), 1291-1294.
李虹, 饶夏溦, 董琼, 朱瑾, 伍新春. (2011). 语音意识、语素意识和快速命名在儿童言语发展中的作用. 心理发展与教育, 27(2), 158-162.
孟祥芝, 沙淑颖, 周晓林. (2004). 语音意识、快速命名与中文阅读. 心理科学, 27(6), 1326-1329.
Chen, X., Hao, M., Geva, E., Zhu, J., & Shu, H. (2009). The role of compound awareness in Chinese childrens vocabulary acquisition and character reading. Reading and Writing: An Interdisciplinary journal, 22, 615-631.
Deacon, S. H., Benere, J., & Pasquarella, A. (2013). Reciprocal relationship: Childrens morphological awareness and their reading accuracy across grades 2 to 3. Developmental Psychology, 49(6), 1113-1126.
Li, H., Shu, H., McBride-Chang, C., Liu, H., & Peng, H. (2012). Chinese Childrens Character Recognition: Visuo-orthographic, Phonological Processing, and Morphological Skills. Journal of Research in Reading, 35(3), 287-307.
Liu, P. D., & McBride-Chang, C. (2010). What is morphological awareness? Tapping lexical compounding awareness in Chinese third graders. Journal of Educational Psychology, 102(1), 62-73.
Liu, P.D., McBride-Chang C., Wong, T.T., Shu, H., Wong, A.M. (2013). Morphological awareness in Chinese: Unique associations of homophone awareness and lexical compounding to word reading and vocabulary knowledge in Chinese children. Applied Psycholinguistics, 34, 755-775.
McBride-Chang, C., Cheung, H., Chow, B., Chow, C., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2). Reading and Writing: An Interdisciplinary journal, 19, 695-716.
McBride-Chang, C., Cho, J.R., Liu, H., Wagner, R. K., Shu, H., Zhou, A, Cheuk, C. S., & Muse, A. (2005). Changing models across cultures: Associations of phonological awareness and morphological awareness with vocabulary and word recognition in second graders from Beijing, Hong Kong, Korea, and the United States. Journal of Experimental Child Psychology, 92, 140-160.
Pan, J., McBride-Chang, C., Shu, H., Liu, H., Zhang, & Li, H. (2011). Whats in the naming? A 5-year longitudinal study of early rapid naming and phonological sensitivity in relation to subsequent reading skills in both native Chinese and English as a second language. Journal of Educational Psychology, 103(4), 897-908.
Tong, X., & McBride-Chang, C. (2010). Developmental models of learning to read Chinese words. Developmental Psychology, 46(6), 1662-1676.
Tong, X., McBride-Chang, C., Shu, H., & Wong, A. M. (2009). Morphological awareness, orthographic knowledge, and spelling errors: Keys to understanding early Chinese literacy acquisition. Scientific Studies of Reading, 13(5), 426-452.
Yeung, P., Ho, C. S., Chik, P. P., Lo, L., Luan, H., Chan, D. W., & Chung, K. K. (2011). Reading and spelling Chinese Among beginning readers: What skills make a difference? Scientific Studies of Reading, 15(4), 285-313.
Yeung, P., Ho, C.S., Wong, Y., Chan, D. W., Chung, K. K., & Lo, L. (2013). Longitudinal predictors of Chinese word reading and spelling among elementary grade students. Applied Psycholinguistic, 34(6), 1245-1277.

[1]	HE Xiaohe, HOU Jinqin, CHEN Zhiyan. A Longitudinal Study on the Effect of Parents’ Marital Quality on Elementary School Students’ Homework Efforts: The Mediation of Parent-Child Cohesion [J]. Studies of Psychology and Behavior, 2021, 19(1): 45-51.
[2]	PAN Ying, DENG Xiaoping, LIN Zhengjun, LIU Yan. A Meta-analysis of the Relationship between Chinese Students' English Phonological Awareness and Reading Achievements [J]. Studies of Psychology and Behavior, 2019, 17(2): 229-239.
[3]	WU Qiuping, CHENG Puiwan, LIU Xianghui. The Relations Between Tone, Onset-Rime, Phoneme Awareness and Chinese Early Reading for 3-12 Years Old Children: Evidence from a Meta-Analysis [J]. Studies of Psychology and Behavior, 2017, 15(5): 643-653.
[4]	Zhou Xiao, Wu Xinchun, Zeng Min, Tian Yuxin. The Relationship among Social Support, Deliberate Rumination and Posttraumatic Stress Disorder: A Longitudinal Study of Adolescents after Wenchuan Earthquake [J]. Studies of Psychology and Behavior, 2016, 14(5): 626-632.
[5]	Chen Lin, Zhou Xiaobing, Wang Yuhan. The Effectiveness and Mechanism of Pinyin in Chinese Learning [J]. Studies of Psychology and Behavior, 2016, 14(5): 715-720.
[6]	Hu Weiping, Liu Jia. The Cultivation of Primary School Students' Thinking Ability: A Five-year Longitudinal Study [J]. Studies of Psychology and Behavior, 2015, 13(5): 648-654.
[7]	Zhao Wei,Chen Borong. A Study of Reading-Related Cognitive Skills in Chinese [J]. Studies of Psychology and Behavior, 2015, 13(3): 367-374.
[8]	Xiong Jianping, Yan Guoli. Analysis of the Main Subtypes of Chinese Developmental Dyslexia [J]. Studies of Psychology and Behavior, 2014, 12(4): 496-500.
[9]	Wen Li. The Roles of English and Chinese Phonological Awareness in EnglishWord Reading among Mandarin-Speaking Children [J]. Studies of Psychology and Behavior, 2014, 12(2): 193-198.
[10]	Pan Ying；Gai Xiaosong. A Comparison of the Developing Trends of English Phonological Awareness between Mandarin-Speaking Students and English-Speaking Students [J]. , 2013, 11(1): 73-77.
[11]	Wu Han；Zhang Linjun；Shu Hua. The Effects of Musical Experience on the Development of Linguistic Skills [J]. , 2012, 10(4): 284-288.
[12]	Zhang Meng；Li Tsingan；Ye Hong；Jin Liping；Tang Li. RELATIONSHIP BETWEEN CHINESE CHILDREN′S PHONOLOGICAL PROCESSING SKILLS AND THEIR ENGLISH VOCABULARY READING SKILLS [J]. , 2010, 8(3): 213-217.
[13]	Dong Li,Wen Suxia. THE RELATIONSHIP BETWEEN CHINESE CHILDREN'S ENGLISH PHONOLOGICAL AWARENESS AND THEIR SPELLING [J]. Studies of Psychology and Behavior, 2010, 8(2): 146-149.
[14]	Liu Song；Pang Lijuan；Ren Zhiru；Wei Yonggang. [J]. , 2009, 7(1): 39-43.
[15]	Liu Xia,Tao Sha. THE RELATION BETWEEN ENGLISH AND CHINESE ORAL VOCABULARY AND ENGLISH PHONOLOGICAL AWARENESS IN MANDARIN-SPEAKING CHILDREN [J]. Studies of Psychology and Behavior, 2008, 6(3): 223-228.

The Roles of Morphological Awareness, Phonological Awareness and Rapid Naming in Linguistic Skills Development of Chinese Kindergartener: Evidence from A Longitudinal Study

语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据^*

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 15

Recommended Articles

Metrics

Comments

The Roles of Morphological Awareness, Phonological Awareness and Rapid Naming in Linguistic Skills Development of Chinese Kindergartener: Evidence from A Longitudinal Study

语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据*

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

References

Related Articles 15

Recommended Articles

Metrics

Comments

语素意识、语音意识和快速命名在学前儿童言语能力发展中的预测作用:来自追踪研究的证据^*