Learning Phonologically Specific New Words Fosters Rhyme Awareness in Dutch Preliterate Children

被引：20
|
作者：
van Goch, Merel M. [1 ,2 ]
McQueen, James M. [1 ,2 ]
Verhoeven, Ludo [1 ]
机构：
[1] Radboud Univ Nijmegen, Inst Behav Sci, NL-6500 HE Nijmegen, Netherlands
[2] Radboud Univ Nijmegen, Donders Inst Brain Cognit & Behav, NL-6500 HE Nijmegen, Netherlands
来源：
SCIENTIFIC STUDIES OF READING | 2014年 / 18卷 / 03期
关键词：
SPEECH-PERCEPTION; NEIGHBORHOOD DENSITY; READING ACQUISITION; RECOGNITION; DYSLEXIA; LANGUAGE; REPRESENTATIONS; SENSITIVITY; ABILITIES; MODEL;
D O I：
10.1080/10888438.2013.827199
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
How do children use phonological knowledge about spoken language in acquiring literacy? Phonological precursors of literacy include phonological awareness, speech decoding skill, and lexical specificity (i.e., the richness of phonological representations in the mental lexicon). An intervention study investigated whether early literacy skills can be enhanced by training lexical specificity. Forty-two prereading 4-year-olds were randomly assigned to either an experimental group that was taught pairs of new words that differed minimally or a control group that received numeracy training. The experimental group gained on a rhyme awareness task, suggesting that learning phonologically specific new words fosters phonological awareness.
引用
收藏
页码：155 / 172
页数：18
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