2019-05-08 点击:

作者:王子莫
  【中圖分类号】H319 【文献标识码】A 【文章编号】2095-3089(2019)08-0116-03
  1.Introduction
  When I worked as a primary English teacher in a private English cram institution, there were very common phenomena that many students refused to remember English words. It is a difficult task for them to tell their parents to dictate words. Then their parents just told me that the student didn?蒺t know how to read the words. I inferred that if the students didn?蒺t know how to read the words, they wouldn?蒺t write the correct words let alone to remember them, which will be an contributor to their weaker reading ability. While it is phonemic awareness that plays an important role in reading every word clearly. The relationship between phonemic awareness and learning to read is extremely important (Stanovich, 1994). In fact, recent research suggests that phonemic awareness may be the “most important core and causal factor separating normal and disabled readers” (Adams, 1990, p. 305). “Many of the world’s writing system, including English, are alphabetic. In these systems there is an attempt to have one letter to represent each sound. Even though no language uses a writing system that has a complete one-to-one correspondence between letters and sounds, all alphabetic systems follow the general principle that each letter in a word represents one of its sounds.”(David E. Freeman and Yvonne S. Freeman, 2014). But actually it is not easy for teachers to help students to improve their phonetic awareness because the insight that words are composed of smaller units (i.e., phonemes) may be difficult for some children to grasp due to this abstract units of language—phonemes. While phonemic awareness skill enables children to use letter-sound correspondences to read and spell words.
  2.Literature Review
  Children vary in how well they can manipulate and make judgments about the phonemic segments of speech. This variation in phonemic awareness affects reading and spelling skills, as has been shown by correlational studies (e.g., Fox & Routh, 1980; Liberman, Shankweiler, Fischer, & Carter, 1974), predictive studies (Bradley & Bryant, 1983; Bryant, Bradley, Maclean, & Crossland, 1989), and training studies (Bradley & Bryant, 1983; Byrne & Fielding-Barnsley, 1989, 1990; Williams, 1980). The relationship between phonemic awareness and learning to read is extremely important (Stanovich, 1994). In fact, recent research suggests that phonemic awareness may be the “most important core and causal factor separating normal and disabled readers” (Adams, 1990, p. 305).