THE EFFECTS OF AGING AND 1ST-GRADE SCHOOLING ON THE DEVELOPMENT OF PHONOLOGICAL AWARENESS

被引：65

作者：

BENTIN, S ^{[1
]}

HAMMER, R ^{[1
]}

CAHAN, S ^{[1
]}

机构：

[1] HEBREW UNIV JERUSALEM,SCH EDUC,JERUSALEM,ISRAEL

来源：

PSYCHOLOGICAL SCIENCE | 1991年 / 2卷 / 04期

关键词：

D O I：

10.1111/j.1467-9280.1991.tb00148.x

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The independent influences of aging and schooling on the development of phonological awareness were assessed using a between-grades quasiexperimental design. Both schooling (first grade) and aging (5–7 years) significantly improved children's performance on tests of phonemic segmentation, but the schooling effect was four times larger than the aging effect. The schooling effect was attributed to formal reading instruction, whereas the aging effect probably reflects natural maturation and informal exposure to written language. These data support a strong mutual relation between reading acquisition and phonological awareness. © 1991, Association for Psychological Science. All rights reserved.

引用

页码：271 / 274

页数：4

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