苦苦挣扎的青少年学生的音位意识、字母发音知识和单词阅读研究

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2022-11-03 DOI:10.1080/19388071.2022.2138648

David D. Paige, Grant S. Smith, W. Rupley

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引用次数: 0

摘要

音位意识被认为是预测早期阅读习得的一个因果因素，但其影响随着其他阅读技能的发展而减弱。这是一项对74名主要是非裔美国人的描述性研究，他们是在市中心一所小型学校就读的五年级到八年级学生。这项研究试图确定在阅读困难的青少年学生中，音位意识、发展性拼写、假词阅读和视词阅读之间的关系。相关结果显示，四个变量之间的相关性均有统计学意义，其中音位意识与发展性拼写之间的相关性最大。回归结果显示，音位意识预测了发展性拼写的显著差异(R2 = 0.51)，但不影响伪词或视词阅读。一个不连续性测试确定音位意识对发展拼写的影响在所有的成就水平上是一致的。结果从发展的角度进行了讨论。

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A Study of Phonemic Awareness, Letter Sound Knowledge, and Word Reading in Struggling Adolescent Students

ABSTRACT Phonemic awareness is thought to be a causal factor predicting early reading acquisition while its influence diminishes as other reading skills develop. This is a descriptive study of 74, primarily African American, fifth- through eighth-grade students attending a small, inner-city school. The study sought to determine the relationship between phonemic awareness, developmental spelling, pseudoword reading, and sight word reading in adolescent students who struggle with reading. Correlation results showed statistically significant relations among all four variables with the largest between phonemic awareness and developmental spelling. Regression results revealed phonemic awareness predicted significant variance in developmental spelling (R2 = .51), but not pseudo- or sight word reading. A discontinuity test determined that the influence of phonemic awareness on developmental spelling was consistent across all levels of attainment. Results are discussed from a developmental perspective.

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.