Interaction among English PA, Spelling and Reading
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Date
2005-10-??
Authors
賴怡秀
Yi-Hsiu Lai
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
「音韻覺識」一般被認為是種後設意識，涉及辨認與操控聲音單位的能力。本研究旨在了解台灣中學生音韻覺識、拼字、閱讀之互動。120位台灣高中生參與此研究，研究工具包含：音韻覺識測驗、拼字測驗、閱讀能力測驗及一份有關閱讀問題、拼字問題、英文單字推測技巧、拼字技巧的問卷。研究結果發現，台灣中學生在音韻覺識、拼字、閱讀三方面，有密切關聯，尤其是在「音素覺識」層次。然而，異於文獻中「音韻覺識階層」(Goswami& Bryant, 1990)，台灣中學生在「押韻」測驗表現最好，「音節」測驗次之， 「音素」測驗最不理想。本文建議，目前中學英語教學應重視「音素覺識」之訓練，期有助於英文拼字、閱讀技巧之發展與進步。
Phonological awareness (PA) is generally defined as a type of metalinguistic awareness involving the ability to recognize and manipulate the sound units (Goswami & Bryant, 1990; Tunmer & Rohl, 1991). The purpose ofthis study was to understand the interaction among English PA, spelling and reading by having the subjects perform some experimental tasks: a syllable-counting task, a rhyming-sound task, a phoneme-counting task, a spelling-dictation task and a simulated GEPT Intermediate Reading Proficiency Test. The subjects included 120 Taiwanese senior high school students, all of whom were invited to complete these tasks as well as a questionnaire about their reading problerns, spelling problems, vocabulary-inferencing skills and spelling skills. It was found that there was a strong link between spelling ability, thereading proficiency and different levels of phonological awareness, especially the phonemic awareness. However, different from the PA hierarchy (Goswami & Bryant, 1990), Taiwanese senior high school students were best at the rhyming-sound task, followed by the syllable-counting task and the phonemic-counting task. It is thus suggested that special attention should be directed to the training of phonemic awareness, which is proven closely related to skilled spelling and reading.
Phonological awareness (PA) is generally defined as a type of metalinguistic awareness involving the ability to recognize and manipulate the sound units (Goswami & Bryant, 1990; Tunmer & Rohl, 1991). The purpose ofthis study was to understand the interaction among English PA, spelling and reading by having the subjects perform some experimental tasks: a syllable-counting task, a rhyming-sound task, a phoneme-counting task, a spelling-dictation task and a simulated GEPT Intermediate Reading Proficiency Test. The subjects included 120 Taiwanese senior high school students, all of whom were invited to complete these tasks as well as a questionnaire about their reading problerns, spelling problems, vocabulary-inferencing skills and spelling skills. It was found that there was a strong link between spelling ability, thereading proficiency and different levels of phonological awareness, especially the phonemic awareness. However, different from the PA hierarchy (Goswami & Bryant, 1990), Taiwanese senior high school students were best at the rhyming-sound task, followed by the syllable-counting task and the phonemic-counting task. It is thus suggested that special attention should be directed to the training of phonemic awareness, which is proven closely related to skilled spelling and reading.