南京市298例学龄前儿童汉语语音意识发展的影响因素分析

王秀红; 姚梦梦; 张蕾; 郭艳如; 王晶宇; 张佳琳; 张越; 王偲; 池霞

doi:10.16766/j.cnki.issn.1674-4152.003462

南京市298例学龄前儿童汉语语音意识发展的影响因素分析

doi: 10.16766/j.cnki.issn.1674-4152.003462

王秀红^{1, 2},
姚梦梦¹,
张蕾¹,
郭艳如^{1, 2},
王晶宇¹,
张佳琳¹,
张越^{1, 2},
王偲^{1, 2},
池霞^{1, 2, ,}

1.
南京医科大学附属妇产医院儿童保健科，江苏南京 210004
2.
南京医科大学儿科学院，江苏南京 210004

基金项目:

国家重点研发计划子课题 2016YFC1000204-6

江苏省科技计划专项资金 BE2023666

南京医科大学专病队列项目 NMUC2021014A

详细信息

通讯作者:
池霞，E-mail：chixia2001@njmu.edu.cn

中图分类号: R174.2 G479
计量
- 文章访问数: 69
- HTML全文浏览量: 29
- PDF下载量: 8
- 被引次数: 0
出版历程
- 收稿日期: 2023-07-19
- 网络出版日期: 2024-05-29

Analysis of influencing factors on the development of Chinese phonological awareness among 298 preschool children in Nanjing

WANG Xiuhong^{1, 2},
YAO Mengmeng¹,
ZHANG Lei¹,
GUO Yanru^{1, 2},
WANG Jingyu¹,
ZHANG Jialin¹,
ZHANG Yue^{1, 2},
WANG Cai^{1, 2},
CHI Xia^{1, 2
, ,}

1.
Department of Child Health Care, Women' s Hospital of Nanjing Medical University, Nanjing, Jiangsu 210004, China

摘要

摘要: 目的分析南京市298例学龄前儿童汉语语音意识发展特征，并探讨其影响因素，为促进学龄前儿童汉语语音意识发展提供依据。方法采用简单随机抽样法，于2021年6—7月在南京市2所幼儿园选取研究对象，通过儿童基本信息问卷、学龄前儿童学习能力量表、语音意识测试进行调查，并采用多重线性回归分析研究学龄前儿童汉语语音意识发展的影响因素。结果共纳入298名儿童，其中小班儿童89名、中班儿童97名、大班儿童112名。小班儿童语音意识得分为37.00(32.00, 44.00)分，中班儿童语音意识得分为43.00(37.00, 49.00)分，大班儿童语音意识得分为47.00(42.00, 52.00)分，3个年级儿童语音意识得分差异有统计学意义(H=52.027，P < 0.001)；其中，大班儿童语音意识得分显著高于中班(P＜0.001)和小班儿童(P＜0.001), 中班儿童语音意识得分显著高于小班儿童(P=0.001)。多重线性回归分析结果显示，年级(β=0.326, P＜0.001)、是否参加英语兴趣班(β=0.113, P=0.039)、父母平均每天与孩子玩耍的时间(β=-0.124, P=0.019)、言语能力(β=-0.296, P＜0.001)是学龄前儿童汉语语音意识得分的影响因素。结论学龄前高年级儿童语音意识水平高于低年级儿童，语音意识的发展随年级增长而逐渐增高，并与儿童言语能力、接触双语与否以及父母与儿童游戏玩耍的内容和质量有关。
- 语音意识 /
- 学龄前期 /
- 影响因素
Abstract: Objective To analyze the developmental characteristics of Chinese phonological awareness in 298 preschool children in Nanjing, and to explore the influence factors. The findings will provide a basis for promoting the development of Chinese phonological awareness in preschool children. Methods A simple random sampling method was used to select the participants from two kindergartens in Nanjing during June and July of 2021. Investigations were conducted using a questionnaire to gather information on children' s basic characteristics. Additionally, the preschool learning skills scale and phonological awareness test were applied. The development of Chinese phonological awareness in preschoolers was analyzed using multiple linear regression to identify the influencing factors. Results A total of 298 kindergarten children were included in the study, comprising 89 children in the elementary class, 97 children in the middle class, and 112 children in the senior class. The study found that children in the primary class had a phonological awareness score of 37.00 (32.00, 44.00) points, while those in the middle class scored 43.00 (37.00, 49.00) points, and those in the senior class scored 47.00 (42.00, 52.00) points. The phonological awareness scores of the children in the three grades were differed significant (H=52.027, P < 0.001). The results indicate that the phonological awareness score of children in the senior class was significantly higher than that of children in the middle and primary classes (P < 0.001). Additionally, the phonological awareness score of children in the middle class was significantly higher than that of children in the primary class (P=0.001).The multiple linear regression analysis results indicate that grade level (β=0.326, P < 0.001), participation in English interest classes (β=0.113, P=0.039), parents' average daily playing time with children (β=-0.124, P=0.019), and verbal ability (β=-0.296, P < 0.001) were factors that influence the score of Chinese phonological awareness in preschool children. Conclusion The phonological awareness of preschool children in higher grades are greater than that of children in the lower grades. The development of phonological awareness increases progressively with grade level, and is related to children' s verbal ability, exposure to bilingualism, and the content and quality of the games and playing that parent engage in with their children.
- Phonological awareness /
- Preschool period /
- Influencing factors

HTML全文

表 1 298例学龄前儿童的一般情况

Table 1. General information of 298 preschoolers

项目	类别	人数(%)
年级	小班	89(29.87)
	中班	97(32.55)
	大班	112(37.58)
性别	男	163(54.70)
	女	135(45.30)
独生子女	是	166(55.70)
	否	132(44.30)
父亲文化程度	高中/技校及以下	7(2.35)
	大专	33(11.07)
	本科	158(53.02)
	硕士及以上	100(33.56)
母亲文化程度	高中/技校及以下	13(4.36)
	大专	36(12.08)
	本科	171(57.38)
	硕士及以上	78(26.18)
家庭平均月收入(元)	< 5 000	3(1.01)
	5 000~ < 10 000	18(6.04)
	10 000~ < 30 000	161(54.03)
	≥30 000	116(38.92)
参加书法兴趣班	是	47(15.77)
	否	251(84.23)
参加乐器兴趣班	是	70(23.49)
	否	228(76.51)
参加英语兴趣班	是	185(62.08)
	否	113(37.92)
参加小主持人兴趣班	是	69(23.15)
	否	229(76.85)

下载: 导出CSV

表 2 学龄前儿童学习能力量表各维度得分情况

Table 2. The scores of preschool children' s learning ability scale

量表维度	得分[M(P₂₅, P₇₅)，分]
注意力	15.00(13.00, 18.00)
记忆力	7.00(5.00, 8.00)
视知觉	8.00(6.00, 9.00)
听知觉	7.00(6.00, 9.00)
知觉运动	6.00(5.00, 8.00)
言语能力	15.00(12.00, 18.00)
数学概念	4.00(3.00, 5.00)

下载: 导出CSV

表 3 变量赋值情况

Table 3. Variable assignment

变量	赋值方法
自变量
年级	小班=1，中班=2，大班=3
性别	男=1，女=2
是否独生子女	独生子女=1，非独生子女=2
父亲文化程度	高中/技校及以下=1，大专=2，本科=3，硕士及以上=4
母亲文化程度	高中/技校及以下=1，大专=2，本科=3，硕士及以上=4
家庭平均月收入	< 5 000=1，5 000~ < 10 000=2, 10 000~ < 30 000=3, ≥30 000=4
是否参加书法兴趣班	否=0，是=1
是否参加乐器兴趣班	否=0，是=1
是否参加英语兴趣班	否=0，是=1
是否参加小主持人兴趣班	否=0，是=1
家庭平均每周教孩子识字的时间	以实际值赋值
家庭平均每天陪孩子阅读的时间	以实际值赋值
孩子平均每天接触电子屏幕的时间	以实际值赋值
父母平均每天与孩子玩耍的时间	以实际值赋值
学龄前儿童学习能力量表各维度得分	以实际值赋值
注意力
记忆力
视知觉
听知觉
知觉运动
言语能力
数学概念
因变量
语音意识总分	以实际值赋值

下载: 导出CSV

表 4 学龄前儿童语音意识得分的单因素分析

Table 4. Univariate analysis of phonological awareness scores in preschool children

变量	B	SE	β	t值	P值
年级	4.574	0.554	0.433	8.255	< 0.001
性别	-0.171	1.009	-0.010	-0.170	0.865
是否独生子女	-1.530	1.008	-0.088	-1.518	0.130
父亲文化程度	0.625	0.704	0.052	0.888	0.375
母亲文化程度	0.393	0.675	0.034	0.582	0.561
家庭平均月收入	-0.265	0.800	-0.019	-0.332	0.740
是否参加书法兴趣班	4.194	1.357	0.177	3.091	0.002
是否参加乐器兴趣班	2.618	1.175	0.128	2.227	0.027
是否参加英语兴趣班	4.707	0.999	0.264	4.713	< 0.001
是否参加小主持人兴趣班	3.350	1.175	0.163	2.850	0.005
家庭平均每周教孩子识字的时间	0.017	0.007	0.140	2.430	0.016
家庭平均每天陪孩子阅读的时间	-0.029	0.034	-0.050	-0.853	0.394
孩子平均每天接触电子屏幕的时间	-0.031	0.020	-0.091	-1.557	0.120
父母平均每天与孩子玩耍的时间	-0.019	0.008	-0.140	-2.412	0.016
注意力	-0.187	0.125	-0.087	-1.501	0.135
记忆力	-0.361	0.224	-0.093	-1.610	0.108
视知觉	-0.679	0.211	-0.184	-3.212	0.001
听知觉	-0.548	0.226	-0.139	-2.422	0.016
知觉运动	-0.597	0.224	-0.153	-2.659	0.008
言语能力	-0.512	0.102	-0.280	-5.022	< 0.001
数学概念	-1.508	0.293	-0.286	-5.141	< 0.001

下载: 导出CSV

表 5 学龄前儿童语音意识得分的多因素分析

Table 5. Multivariate analysis of phonological awareness scores in preschool children

变量	B	SE	β	t值	P值
年级	3.467	0.648	0.326	5.353	< 0.001
是否参加书法兴趣班	-0.621	1.335	-0.026	-0.465	0.642
是否参加乐器兴趣班	0.569	1.109	0.028	0.513	0.608
是否参加英语兴趣班	2.021	0.972	0.113	2.079	0.039
是否参加小主持人兴趣班	1.318	1.087	0.064	1.213	0.226
家庭平均每周教孩子识字的时间	0.008	0.007	0.068	1.303	0.194
父母平均每天与孩子玩耍的时间	-0.017	0.007	-0.124	-2.359	0.019
视知觉	-0.143	0.265	-0.038	-0.540	0.590
听知觉	0.566	0.316	0.143	1.789	0.075
知觉运动	0.170	0.247	0.043	0.688	0.492
言语能力	-0.548	0.149	-0.296	-3.682	< 0.001
数学概念	-0.357	0.359	-0.067	-0.995	0.321

下载: 导出CSV

参考文献(20)

[1]	LANDERL K, CASTLES A, PARRILA R. Cognitive precursors of reading: a cross-linguistic perspective[J]. Sci Stud Read, 2021, 26: 111-124.
[2]	MILANKOV V, GOLUBOVIĆ S, KRSTIĆ T, et al. Phonological awareness as the foundation of reading acquisition in students reading in transparent orthography[J]. Int J Environ Res Public Health, 2021, 18(10): 5440. DOI: 10.3390/ijerph18105440.
[3]	ZHANG H S, LIN J, CHENG X, et al. Concurrent and longitudinal contributions of phonological awareness to early adolescent Chinese reading acquisition[J]. J Gen Psychol, 2023, 150(3): 278-294. doi: 10.1080/00221309.2022.2047003
[4]	ELISE L, EDDY C, PASCALE C, et al. Tracking reading skills and reading-related skills in dyslexia before (age 5) and after (ages 10-17) diagnosis[J]. Ann Dyslexia, 2023, 73(2): 260-287. doi: 10.1007/s11881-022-00277-x
[5]	LINDA Z, FRANCISCA S, CONCETTA P, et al. More than words: anxiety, self-esteem and behavioral problems in children and adolescents with dyslexia[J]. Learn Disability Q, 2023, 46(2): 77-91. doi: 10.1177/07319487211041103
[6]	陈媛. 4-6岁汉语儿童内隐与外显语音意识的发展[D]. 西安: 陕西师范大学, 2018. CHEN Y. The development of implicit and explicit phonological awareness in Chinese children aged 4-6[D]. Xi 'an: Shaanxi Normal University, 2018.
[7]	吴晓涵, 王保昌, 苏炎奎. 儿童语音意识研究: 回顾与前瞻[J]. 福建教育学院学报, 2022, 23(10): 113-118. https://www.cnki.com.cn/Article/CJFDTOTAL-FJXB202210028.htm WU X H, WANG B C, SU Y K. Research on children's phonological awareness: review and forward-looking[J]. Journal of Fujian Institute of Education, 2022, 23(10): 113-118. https://www.cnki.com.cn/Article/CJFDTOTAL-FJXB202210028.htm
[8]	ZHANG L J, XIA Z H, ZHAO Y, et al. Recent advances in Chinese developmental dyslexia[J]. Annu Rev Linguist, 2023, 9(1): 439-461. doi: 10.1146/annurev-linguistics-030421-065648
[9]	YAO M, WANG J, LIU P, et al. Development, reliability, and validity of the preschool learning skills scale: a tool for early identification of preschoolers at risk of learning disorder in mainland China[J]. Front Neurol, 2022, 13: 918163. DOI: 10.3389/fneur.2022.918163.
[10]	徐宝良, 李凤英. 学前儿童汉语普通话语音意识发展特点及影响因素[J]. 学前教育研究, 2007, 148(4): 14-18. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY200704004.htm XU B L, LI F Y. Experimental study on pre-school children's Chinese phonological awareness[J]. Studies in Preschool Education, 2007, 148(4): 14-18. https://www.cnki.com.cn/Article/CJFDTOTAL-XQJY200704004.htm
[11]	尹蓓. 大、中、小班幼儿语音意识发展与家庭阅读环境的相关研究[D]. 天津: 天津师范大学, 2019. YIN B. A study on the development of phonological awareness and family reading environment of kindergarten children in large, middle and small classes[D]. Tianjin: Tianjin Normal University, 2019.
[12]	YUAN H, SEGERS E, VERHOEVEN L. The role of phonological awareness, pinyin letter knowledge, and visual perception skills in kindergarteners' Chinese character reading[J]. Behav Sci(Basel), 2022, 12(8): 254. DOI: 10.3390/bs12080254.
[13]	SHU H, PENG H, MCBRIDE-CHANG C. Phonological awareness in young Chinese children[J]. Dev Sci, 2008, 11(1): 171-181. doi: 10.1111/j.1467-7687.2007.00654.x
[14]	KLAUDIA K, ELIANE S, LUDO V, et al. Lexical restructuring stimulates phonological awareness among emerging English-French bilingual children' s literacy[J]. J Child Lang, 2022: 1-25. DOI: 10.1017/S0305000922000083.
[15]	HALEY A, HULME C, BOWYER-CRANE C, et al. Oral language skills intervention in pre-school-a cautionary tale[J]. Int J Lang Commun Disord, 2017, 52(1): 71-79. doi: 10.1111/1460-6984.12257
[16]	SIU T C, HO S H. Investigating effects of bilingualism on syntactic processing: testing structural sensitivity theory[J]. Lang Learn, 2022, 72(2): 534-575. doi: 10.1111/lang.12494
[17]	DEDA S H. Phonological sensitivity of bilingual and multilingual (primary) school students[J]. Sustainable Multilingualism, 2020, 16(16): 39-64.
[18]	ABDON M M, MAGHANOY J M, ALIETO E O. Phonological awareness skills of English as Second Language (ESL) learners: the case of first-grade Filipino bilinguals[J]. Sci Int(Lahore), 2019, 31(5): 647-652.
[19]	MESSIAS B L, MEDEIROS A C, CUNHA É R, et al. Bibliometric analysis of the literature on phonological awareness in bilingual children[J]. Revista CEFAC, 2022, 24(1): e1321. DOI: 10.1590/1982-0216/20222411321.
[20]	傅彩凤, 苏彩霞, 苏梅玉. 家庭亲子互动游戏对婴幼儿神经心理发育的影响[J]. 中西医结合护理(中英文), 2022, 8(10): 85-87. https://www.cnki.com.cn/Article/CJFDTOTAL-ZXHL202210023.htm FU C F, SU C X, SU M Y. Effect of parent-child interactive games on the neuropsychological development of infants and young children[J]. Journal of Clinical Nursing in Practice, 2022, 8(10): 85-87. https://www.cnki.com.cn/Article/CJFDTOTAL-ZXHL202210023.htm