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《Psychological Science》 2002-06
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THE EFFECTS OF LITERACY ON CHINESE CHILDREN'S EARLY WORD AWARENESS

Xu Fen (Key Lab for Cognitive Science and Learning of the Ministry of Education, Beijing Normal University) Bruce Homer  
Department of Appiled Psychology,New York University)Kang Lee (Psychology Department,Queens University) The present study examined whether or not literacy affected Chinese children' s word and character awareness in kindergartens and primary schools of first and second grades. The participants aged from 5 - 7-years-old were arranged into five groups respectively representing different levels of literacy. There were two groups of 5 - year - olds. The kids in Group A did not receive any training in Chinese reading,but the kids in Group B did have training for one year, so did the 6-year-old kids in Group C. The 6 - and 7 - year - old kids in Groups D and E were in primary school grade 1 and grade 2 respectively. All participants were asked to repeat a last word or sound in the sentence task and the story task and to circle one word or sound which the experimenter uttered on the script. The results showed that: (1) the basic reading training helped the 5 -year -olds make significant progress in character awareness, but not in word awareness. (2 ) The 6 - year - olds having normal education in Chinese made more correct response than kids in Group C in the text task,but not in the oral task.
【Fund】: 国家攀登计划项目 (95—专— 0 9)及教育部文科研究基地重点课题“汉语儿童语言发展与促进”资助。
【CateGory Index】: B842
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【References】
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1 ZENG Li(School of Foreign Languages,Guizhou Nationalities University,Guiyang550025,China);Bilingual Education and the Development of Word Awareness[J];Journal of the Qiannan Normal College for Nationalities;2011-02
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【Co-references】
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1 ZHANG Yi,REN Ye,AN Sheng-xi,JIANG Yi-qun(Xin Jiang Institute of Education,Xin Jiang830043,China);The Investigation of Minorities'Attitudes and Motives of English Learning in XinJiang[J];Journal of Beijing Institute of Education;2004-01
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