The Role of Phonemic Awareness in Chinese Reading Acquisition

• Main Authors: Wang Su Ching, 王素卿
• Other Authors: Tjeng Shi Jie
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/41007801523752526483

碩士 === 臺東師範學院 === 教育研究所 === 89 === Abstract Researchers have consistently pointed out that Phonemic Awareness (PA) and reading comprehension are strongly correlated in alphabetic writing systems. Even some researches find that Phonological Awareness is an earlier important term to learn read alphabetic system of writing. However, the orthography of the Chinese writing system is far different from those of alphabetic writing systems. Were the results of alphabetic system of writing can apply to Chinese? This study described cases that can read Chinese texts successfully, but have little, if any, PA abilities. The existence of these cases demonstrated that PA is not a prerequisite of Chinese reading. In the acquisition process of Chinese reading, it seems that the PA abilities were not as important as it has been mentioned in writing systems of alphabetic language. Audio/Video recording, interview, and instructional intervention were used in the study to collect relevant information. Four categories of cases were presented as followed: 1.Yuan -Yuan was mentally retarded. She could only recognize 3 out of 37 Chinese phonetic symbols. Her scores in tests of Phonemic segmentation, phonemic blending, and rhyming judgments were not better than guessing. However, she read Chinese texts selected by researcher fluently and was able to complete a reading comprehension test with a satisfying performance. 2.Three senile veterans, aged 74 to 86, who had no experiences in any phonological training were included in the study. Their reading abilities were among the best in the nursery home. They read newspapers and magazines for entertainment. One of them read letters for illiterate peers and the other one served as a volunteer in library. As what was predicted, they show no evidence in the appreciation or apprehension of phonological awareness in phonemic level. The results were consistent with Read, Zhang, Nie, and Ding (1986) which indicated that, instead of a cause of reading, phonemic awareness was a result of reading training. 3.In the school system of this country, PA training begins at the first day of school and lasts 10 weeks in the first semester. A gifted 6-year-old child, SS, was recruited for her precocity in Chinese reading because she read popular novels fluently before entering the elementary school. A 3-month observation showed that SS confronted great difficulties in Chu-yin fu-hao (Chinese phonetic symbols) in the first few weeks. Apparently, The PA weakness in the initial stage had no effect on her reading. 4.The researcher designed and conducted a 5-month Chinese character- training program for two 6-year-old kindergartners. When considerable sight-word vocabularies were established, a new picture book was presented, children were asked to read the book. Reading comprehension test specifically designed for the book was administered orally. Again, Children lacking of PA, successfully read out the book and comprehend what they read. The implication of the study and suggestions for further research were discussed. Key Words: Chinese Reading Acquisition / Phonological Awareness Phonemic Awareness / Chinese phonetic symbols / Case study