幼儿园学习阅读风险儿童字母命名知识、语音意识和拼写知识的习得

Q1 Social Sciences

Child development research Pub Date : 2018-03-28 DOI:10.1155/2018/2142894

David D. Paige, W. Rupley, Grant S. Smith, C. Olinger, Mary Leslie

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引用次数: 22

摘要

这项研究测量了一个大型城市学区内63所学校的2100名幼儿园学生的字母命名、语音意识和拼写知识。在幼儿园的12月、2月和5月对学生进行了评估。结果发现，到5月份，71.8%的学生已经掌握了全字母命名知识。语音意识出现得较慢，48%的学生能够可靠地分割和混合单词中的音素。衡量语音知识的拼写发展发现，到5月份，71.8%的学生处于部分字母阶段。一系列回归分析显示，到幼儿园结束时，字母命名和语音意识都是拼写知识的重要预测因素（LK和PA分别为.332和.518），解释了52.7%的方差。

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Acquisition of Letter Naming Knowledge, Phonological Awareness, and Spelling Knowledge of Kindergarten Children at Risk for Learning to Read

This study measures letter naming, phonological awareness, and spelling knowledge in 2,100 kindergarten students attending 63 schools within a large, urban school district. Students were assessed across December, February, and May of the kindergarten year. Results found that, by May, 71.8% of students had attained full letter naming knowledge. Phonological awareness emerged more slowly with 48% of students able to reliably segment and blend phonemes in words. Spelling development, a measure of phonics knowledge, found that, by May, 71.8% of students were in the partial-alphabetic phase. A series of regression analyses revealed that by the end of kindergarten both letter naming and phonological awareness were significant predictors of spelling knowledge (b = .332 and .518 for LK and PA, resp.), explaining 52.7% of the variance.

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来源期刊

Child development research Social Sciences-Linguistics and Language

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Child Development Research is a peer-reviewed, Open Access journal that publishes original research articles as well as review articles in all areas of child development research.